İngilizceyi yabancı dil olarak öğrenen öğrencilerin yazılı anlatım kaygısı ve yazılı anlatım başarısı ile ilişkisinin araştırılması: Türkiye'de birinci sınıf elektrik-elektronik mühendisliği öğrencileri ile bir çalışma

In the last few years, apparently, there has been an upsurge in the number of research studies focusing on EFL writing and its relations to affective factors. As the role of English writing in students' academic life is gradually gaining importance in Turkey, it might be valuable to examine students' writing performance in terms of its association with anxiety. Therefore, the present study specifically aims to identify students' L1 and EFL writing anxiety levels. Additionally, it attempts to investigate the relationship between EFL writing anxiety and writing anxiety in their mother tongue. Finally, the association between EFL writing anxiety and writing performance of the students was explored. A total of 107 first-year Electrical-Electronics students at Osmangazi University participated in the study. For this purpose, the scales of SLWAI and Writing Anxiety Scale (Turkish), an essay-writing task to measure their writing proficiency level, the writing papers collected from the Technical Writing Course and interviews were utilized. The results revealed a moderate level of EFL and L1 writing anxiety among the participants and the presence of a statistically significant positive relationship between SLWAI and Turkish Writing Anxiety Scale. The study also demonstrated the presence of the negative correlation between the subjects' writing anxiety and writing performance grades. Hence, it might be recommended that writing instructors take the detrimental effects of writing anxiety on students' writing performance into consideration. Keywords: EFL writing anxiety, L1 writing anxiety, writing performance, Affective factors, Academic writing.