Abstract
Although studies on writing apprehension in the writing of native learners have been conducted extensively, studies on EFL learners are insufficient. For this reason, the current study investigates the impact of motivational scaffolding on EFL students’ writing achievement and writing apprehension. The total number of participants was 60, who were divided into two groups: experimental and control groups. The study adopted the Daly-Miller questionnaire of writing apprehension (WAT). The collected data for this study were fed into SPSS and then analyzed to examine the issue at hand. Mean scores, Pearson correlation, T-test and multiple regression were employed to answer the research questions. The results of this study showed that most of the participants experienced medium writing apprehension. The results also proved that age and gender do not correlate with writing apprehension. Furthermore, the analysis of the post-test results yielded p= .030, which was smaller than 0.05, demonstrating that motivational scaffolding can significantly improve EFL undergraduate students’ writing achievement.
Author Information
Mouna Ayadi, University of Sfax, Tunisia
Paper Information
Conference: PCE2024
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the PCE2024 Conference Proceedings (View)
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To cite this article:
Ayadi M. (2024) Investigating the Effect of Motivational Scaffolding on Writing Apprehension Among EFL Undergraduate Students ISSN: 2758-0962 The Paris Conference on Education 2024: Official Conference Proceedings (pp. 51-63) https://doi.org/10.22492/issn.2758-0962.2024.5
To link to this article: https://doi.org/10.22492/issn.2758-0962.2024.5
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