References
- Atay, D., & Kurt, G. (2007). The effects of peer feedback on the writing anxiety of prospective Turkish teachers of EFL. Journal of Theory and Practice in Education, 1(3), 12-23. Retrieved from https://files.eric.ed.gov/fulltext/ED502015.pdf
- Ateş, S. (2013). Foreign Language Writing Anxiety of Prospective EFL Teachers: How to Reduce Their Anxiety Levels [Unpublished master’s thesis]. Başkent University.
- Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. https://doi.org/10.1207/s15326985ep2802_3
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
- Cheng, Y. S. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35(6), 647-656. https://doi.org/10.1111/j.1944-9720.2002.tb01903.x
- Cheng, Y. S. (2004a). EFL students’ writing anxiety: Sources and implications. English Teaching & Learning, 29(2), 41-62. Retrieved from https://www.researchgate.net/publication/306392321_EFL_Students’_Writing_Anxiety_Sources_and_Implications
- Cheng, Y. S. (2004b). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313-335. https://doi.org/10.1016/j.jslw.2004.07.001
- Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49(3), 417-446. https://doi.org/10.1111/0023-8333.00095
- Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. England: Sage.
- Daly, J. A., & Miller, M. (1975). The empirical development of an instrument to measure writing apprehension. Research in the Teaching of English, 9, 242-249. Retrieved from https://www.jstor.org/stable/40170632
- Dewaele, J. M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. SSLLT, 4, 237-274. Retrieved from https://eric.ed.gov/?id=EJ1134776
- Ehrman, M. E., & Oxford, R. L. (1995). Cognition plus: Correlates of language learning success. The Modern Language Journal, 79, 67-89. https://doi.org/10.1111/j.1540-4781.1995.tb05417.x
- Genç, E., & Yayli, D. (2019). The second language writing anxiety: The perceived sources and consequences. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 45(45), 235-251. Retrieved from https://dergipark.org.tr/en/pub/pauefd/issue/41649/447405
- Guy, A. P., & Gardner, C. R. (1985). Pharmacological characterization of a modified social interaction model of anxiety in the rat. Neuropsychobiology, 13, 194-200. https://doi.org/10.1159/000118187Ehrm
- Han, J., & Hiver, P. (2018). Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change. Journal of Second Language Writing, 40, 44-59. https://doi.org/10.1016/j.jslw.2018.03.001
- Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.2307/327317
- Hyland, K. (2016). Methods and methodologies in second language writing research. System, 59, 116125. https://doi.org/10.1016/j.system.2016.05.002
- İlhan, H., & Tutkun, Ö. F. (2020). The causes and effects of writing anxiety on foreign language learning and coping with it. Researcher, 8(3), 62-79. Retrieved from https://dergipark.org.tr/en/pub/researcher/issue/66640/1042724#article_cite
- Keyvanoğlu, F. B., & Atmaca, Ç. (2023). An investigation into preparatory class EFL students’ L2 writing anxiety. Yükseköğretim ve Bilim Dergisi, 13(1), 73-85. https://doi.org/10.5961/higheredusci.1135409
- Kormos, J. (2012). The role of individual differences in L2 writing. Journal of Second Language Writing, 21(4), 390-403. https://doi.org/10.1016/j.jslw.2012.09.003
- Li, B. (2022). Research on correlation between English writing self-efficacy and psychological anxiety of college students. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.957664
- MacIntyre, P. D. (1999). Language anxiety: A review of the research for language teachers. In D. J. Young (Ed.), Affect in Foreign Language and Second Language Learning: A Practical Guide to Creating a Low-Anxiety Classroom Atmosphere (pp. 24-45). McGraw-Hill.
- Mulyono, H., Liestyana, A. R., Warni, S., Suryoputro, G., & Ningsih, S. K. (2020). Indonesian students’ anxiety to write in English as a foreign language across gender and educational levels. Problems of Education in the 21st Century, 78(2), 249-262. https://doi.org/10.33225/pec/20.78.249
- Pae, T. I. (2013). Skill-based L2 anxieties revisited: Their intra-relations and the interrelations with general foreign language anxiety. Applied Linguistics, 34(2), 232-252. https://doi.org/10.1093/applin/ams041
- Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19(2), 139-158. https://doi.org/10.1080/10573560308222
- Pajares, F., & Johnson, M. J. (1995). The Role of Self-Efficacy Beliefs in the Writing Performance of eEntering High School Students: A Path Analysis. A poster presented at the meeting of the American Educational Research Association (San Francisco, CA).
- Quvanch, Z., & Si Na, K. (2022). Evaluating Afghanistan university students’ writing anxiety in English class: An empirical research. Cogent Education, 9(1), 2040697. https://doi.org/10.1080/2331186X.2022.2040697
- Rabadi, R. I., & Rabadi, A. D. (2020). Do medical students experience writing anxiety while learning English as a foreign language? Psychology Research and Behaviour Management, 13, 883-893. https://doi.org/10.2147/PRBM.S276448
- Ruegg, R. (2018). The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy. The Language Learning Journal, 46(2), 87-102. https://doi.org/10.1080/09571736.2014.958190
- Sabti, A. A., Rashid, S. M., & Hummadi, A. S. (2019). Interrelationships between writing anxiety dimensions and writing goal orientation among Iraqi EFL undergraduates. International Journal of Instruction, 12(4), 529-544. https://doi.org/10.29333/iji.2019.12434a
- Tay¸si, E. K., & Ta¸skin, Y. (2018). Ortaokul ögrencileri için yazma kaygisi ˘ ölçeginin geli¸stirilmesi: geçerlik ve güvenirlik çali¸smasi. Uluslararası Türkçe Edebiyat Kültür Egitim (TEKE) Dergisi, 7, 1172-1189. Retrieved from https://dergipark.org.tr/en/pub/teke/issue/38234/442078
- Woodrow, L. (2011). College English writing affect: Selfefficacy and anxiety. System, 39(4), 510-522. https://doi.org/10.1016/j.system.2011.10.017
- Zabihi, R., Mousavi, S. H., & Salehian, A. (2020). The differential role of domain-specific anxiety in learners’ narrative and argumentative L2 written task performances. Current Psychology, 39(4), 1438-1444. https://doi.org/10.1007/s12144-018-9850-6
- Zerey, G. Ö. (2013). Pre-service EFL teachers’ foreign language writing anxiety: Some associated factors. DilDergisi, 160, 42-65. Retrieved from https://dergipark.org.tr/en/pub/dilder/issue/47681/60229
- Zhang, H. (2011). A Study on ESL Writing Anxiety among Chinese English Majors: Causes, Effects and Coping Strategies for ESL Writing Anxiety [Unpublished Master’s thesis]. Kristianstad University.
- Zhang, C., & Zhang, W. (2022). The impact of academic procrastination on second language writing: The mediating role of L2 writing anxiety. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.851120