The Contributing Factors of Students’ Writing Apprehension and their Perception on the Process Approach of Teaching Writing: A Qualitative Study

Abstract

INTRODUCTION

Writing is a complex process in the classroom, which makes the students become apprehensive on their ability to write. Previous research revealed that writing apprehension affects students' writing performance. Quantitative research revealed that the process approach has significantly improved students' writing performance (Bayat, 2014). In this regard, the researcher was interested to explore the factors that contribute to students' writing apprehension and to reveal the reasons why the process approach in teaching writing statistically improved students' writing performance.

METHODS

This research utilized a qualitative research design. Using the basic qualitative research, the researcher conducted a semi-structured interview, observation, and document analysis among the purposively selected grade 11 Humanities and Social Sciences students. Guided by the findings of Al -Shboul and Fathri Hawari's (2015), the researcher performed the qualitative data analysis. Furthermore, participants' validation method was employed in this study to ensure the validity and reliability of the researcher's analysis.

RESULTS

The findings of this study revealed that the most common factor of students' writing apprehension is their inadequate knowledge in academic writing followed by negative writing in the past, negative attitude towards writing, and lack of knowledge in English grammar. On the other hand, the reasons why process approach has statistically improved students' writing performance are a convenience in writing, opportunity to do self-assessment, a tool for writing, improve self-efficacy, encourages diligence, and provides a sense of fulfillment.

DISCUSSIONS

The results of the study present that the causes of writing apprehension are different from student to another, that students' good understanding that making mistakes while writing is part of the learning process that leads to a positive outcome, and that their awareness of the causes of their writing apprehension allows them to better understand themselves. Furthermore, the teachers' role is important for the success of the students’ writing performance and that the teachers' better understanding of the students' writing apprehension leads to device better solution to address the students’ writing difficulties. Lastly, the suspension of teachers' personal assumptions from the students’ writing ability allows channelling communication between the teacher and students that eventually leads to learning success.