Contradictions in Writing Anxiety: A Qualitative Case Study of Expansive Learning among Iranian EFL Learners

Journal of Language and Translation

مقاله 6، دوره 10، شماره 2، تیر 2020، صفحه 87-103   

نوع مقاله: Research Articles

شناسه دیجیتال (DOI): 10.30495/ttlt.2020.673893

نویسندگان

Mohsen Nazari¹؛ Maryam Farnia^{* 2}؛ Behzad Ghonsooly³؛ Manoochehr Jafarigohar⁴

¹PhD Candidate, Department of English Language & Literature, Payame Noor University, Iran

²Assistant Professor of Applied Linguistics, Department of English Language & Literature, Payame Noor University, Iran

³Professor of Applied Linguistics, Department of English Language & Literature, Ferdowsi University of Mashhad, Iran

⁴Associate professor of Applied Linguistics, Department of English Language & Literature, Payame Noor University, Iran

چکیده

This qualitative study aimed at exploring the causes of writing anxiety from an expansive learning perspective. Given the centrality of writing for both EFL learners and teachers, writing anxiety was explored through a longitudinal study spanning two years  with 25 EFL learners and teachers who participated by providing comments, diaries, and documents. The participants were also observed and interviewed following Mwanza's model as a guide. The obtained data in the whole process was constantly thematized by means of a qualitative software, NVIVO 10. The main themes on writing anxiety were extracted from teachers and learners by applying contradictions as a principle of expansive learning theory. To help learners become transformative agents of anxiety, an intervention process was carried out in the form of an online collaborative writing task. The findings recommend applying contradictions as an initial point for problem-solving and a driving impellent of activity which may lead to expansive learning. Besides, the dynamic and developmental process is expected to help learners expand and transform their writing anxiety. Contradictions may also become an initiation for future studies on language learning.

کلیدواژه‌ها

Activity theory؛ Contradictions؛ EFL learners؛ Expansive learning؛ Writing anxiety

مراجع

Akkerman, S., Admiraal, W., Simons, R. J., & Niessen, T. (2006). Considering diversity: Multivoicedness in international academic collaboration. Culture & Psychology, 12(4), 461-485.

Aljafen, B. S. (2013). Writing anxiety among EFL Saudi students in science colleges and departments at a Saudi university. Unpublished MA thesis. Indiana University of Pennsyvania.

Ameri-Golestan, A., & Nezakat-Alhossaini, M. (2017). Long-Term Effects of Collaborative Task Planning vs. Individual Task Planning on Persian-Speaking EFL Learners’ Writing Performance. Research in Applied Linguistics, 8(1), 146-164. doi:10.22055/rals.2017.12617

Angrosino, M. (2007). Qualitative Research kit: Doing ethnographic and observational research. London: SAGE Publications Ltd.

Atay, D., & Kurt, G. (2006). Prospective teachers and L2 writing anxiety. Asian EFL Journal, 8(4), 100-118.

Barabadi, E., & Razmjoo, S. A. (2015). An activity theory analysis of ELT reform in Iranian public schools. Iranian Journal of Applied Linguistics, 18(1), 127-166.

Barabadi, E., & Razmjoo, S. A. (2016). The Emergence of Various Contradictions in Iranian High School English Education under the New CLT-Based Curriculum. Journal of Teaching Language Skills, 35(3), 41-64.

Bates, M. (2008). Work‐integrated curricula in university programs. Higher Education Research & Development, 27(4), 305-317.

Beighton, C. (2016). Expansive learning in professional contexts: A materialist perspective: Springer.

Cheng, Y.-S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of second language writing, 13(4), 313-335.