For those who learn Turkish as a foreign language examination of writing concerns

When the literature is reviewed on teaching Turkish as a foreign language, it is seen that studies on writing skills are limited. It is important for students studying in university Turkish preparatory programs to continue their undergraduate and graduate education in Turkey to improve their academic writing language skills and to identify and eliminate their negative concerns about writing. This study aims to examine the writing anxiety of students learning Turkish as a foreign language. The study group of the research consists of 213 foreign students who learned Turkish as a foreign language in the 2023-2024 academic year and continue their education at five different universities at B2-C1 level. "Relational research model" was used in the research. "Writing anxiety scale" and "Personal information form", developed by Sedat Maden, Aslı Maden and Ömür Dincel (2019) after conducting validity and reliability analysis, were used as data collection tools. In addition, for this research, Cronbach's alpha reliability analysis was conducted to examine the reliability of the writing anxiety scale used and it was found that the reliability levels of all measurement tools were above 0.70. The findings obtained from the "Writing Anxiety Scale" and "Personal Information Form" used in the research were analyzed with the SPSS 25.0 program in this study. Independent sample t-test and ANOVA test analyzes were performed in the research. According to the results obtained in the research; Participants who stated that they came from Turkish noble states had lower levels of anxiety related to written expression rules than participants from other countries; It was determined that the writing anxiety and written expression rules-related anxiety sub-dimension of the participants whose duration of learning Turkish was 8 months was lower than the participants whose duration of learning Turkish was 6 months. It was concluded that the writing anxiety of the research participants differed according to the number of foreign languages known, and that the writing anxiety of the participants using the Cyrillic alphabet was lower than the participants using the Arabic and Latin alphabet. It was determined that the writing anxiety levels of the participants who stated that they were bored while writing text were higher than the participants who stated that they were not bored while writing text.