خلاصة:
Abstract The present study was an attempt to investigate the relationship between EFL learners’ anxiety and writing complexity. For the purpose of the study, 70 female learners, between 17 and 24 years old (mean=20) from Najm language school in Tehran participated in the study. The participants’ level of anxiety was measured using Horwitz, Horwitz, and Cope’s Anxiety Questionnaire (1986) and their writing complexity was measured through writing a narrative text based on their course book. The results revealed that there was a significant positive correlation between anxiety and writing complexity (p=.00). In addition, the results of examining the predictability of writing complexity by anxiety showed that anxiety significantly predicted writing complexity (F(1, 68)=16.67, p<.01). The results of this study have implications for students, teachers, and all those involved in the area of teaching and learning.
ملخص الجهاز:
The Relationship between EFL Learners’ Anxiety and Writing Complexity Fariba Mohebbi, Department of English Language Teaching, Semnan Branch, Islamic Azad University, Semnan, Iran Sevil_m1982@yahoo.
Researchers in the area of second/foreign language learning are now in agreement that L2 proficiency, in general, and writing proficiency, in particular, are concepts which involve three main dimensions: accuracy, complexity, and fluency (Ellis & Barkhuizen, 2005).
g. Azarfam and Baki, 2012; Noori, 2013; Rezazadeh & Tavakoli, 2009; Riasati, 2011; Talebinejad & Nekouei, 2013) have conducted research with different groups of learners.
Research Questions The purpose of this study was to investigate the following questions: Q1: Is there any significant relationship between EFL learners’ anxiety, and writing complexity?
Research Hypotheses In line with the research questions, the following null hypotheses were formulated: H01: There is no significant relationship between EFL learners' anxiety, and writing complexity.
Following item analysis, the finalized version was administered for participant selection; the participants of this study included 70 Iranian female intermediate EFL learners were selected based on their performance on the piloted PET from a group of 110 students at Najm Language School.
e. “Is there any significant relationship between EFL learners' Anxiety and writing complexity?”, the results of the Pearson correlation (r (183) = .
05) (Table 12) indicated that there was a significant relationship between EFL learners' anxiety and writing complexity.
The result of present study shows that there was a significant relationship between anxiety and writing complexity.