An Investigation of L2 Learners' Writing Self-Efficacy, Writing Anxiety and Its Causes at Higher Education in Turkey

By Özkan Kırmızı, Gülin Dağdeviren Kırmızı. 2015

117 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/a51f398b1e5e45576741fb2d7da3dcb5f595c363

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Barry Bai
2. Sabariah Md Rashid
3. Wenjuan Guo
4. Ahmed Abdulateef Sabti
5. V. Nimehchisalem
6. R. Darmi
7. Lin Sophie Teng

In Language and Linguistics

1. Barry Bai
2. Sabariah Md Rashid
3. Wenjuan Guo
4. Ahmed Abdulateef Sabti
5. V. Nimehchisalem
6. R. Darmi
7. Lin Sophie Teng

In Literature and Literary Theory

1. Barry Bai
2. Sabariah Md Rashid
3. Wenjuan Guo
4. Ahmed Abdulateef Sabti
5. V. Nimehchisalem
6. R. Darmi

Citations in the corpus

• The Impact of Writing Anxiety, Writing Achievement Motivation, and Writing Self-Efficacy on Writing Performance: A Correlational Study of Iraqi Tertiary EFL Learners (2019, background): “…time pressure, negative evaluation of the teacher, and lack of sufficient English writing practice are as the most crucial elements in decreasing the students’ writing achievement motivation and writing self-efficacy and causing their writing anxiety (Elias et al., 2010; Kırmızı & Kırmızı, 2015).”
• Influences of Self-Regulated Learning Strategy Use on Self-Efficacy in Primary School Students' English Writing in Hong Kong (2018, background): “Kirmizi and Kirmizi (2015), for instance, conducted a study on Turkish college EFL learners’ writing self-efficacy and found that students with a higher level of self-efficacy tended to have a lower level of anxiety.”