Abstract
THE EFFECT OF INDIVIDUAL AND GROUP WRITING ACTIVITIES ON WRITING ANXIETY AND SELF-EFFICACY PERCEPTION OF WRITTEN EXPRESSION
In the current study, it was aimed to determine the effect of individual and group writing activities on the pre-service teachers’ writing anxiety and self-efficacy perception of their written expression. In the study, semi-experimental pretest and posttest model without control group was employed. The study group of the present research consists of 192 voluntary pre-service teachers from the departments of Pre-school Teacher Education, Classroom Teacher Education and Social Studies Teacher Education. Within the context of the current study, three groups were formed through random sampling method. In the Experimental Group-1, individual writing activities were conducted. In the Experimental Group-2, both individual and group writing activities were conducted and in the Experimental Group-3, only group writing activities were conducted. Written Expression Self-efficacy Scale and Writing Anxiety Scale were used as data collection instruments. As the collected data displayed a normal distribution, one-way variance analysis (ANOVA) was used in their analysis. It was determined that prior to the application, there was no significant correlation between the pre-service teachers’ written expression self-efficacy and their writing anxiety. After the application, it was found that the highest mean scores for written expression self-efficacy and writing anxiety were taken by the Experimental Group-2 conducting both individual and group writing activities. In light of the findings, some suggestions were made.
Keywords
Written expression, writing anxiety, writing self-efficacy
