Introduction to Language of Research for Anxiety- myassignmenthelp

Question: Write about theIntroduction to Language of Research for Anxiety. Answer: Introduction Writers in institutions of higher learning are subjected to many different factors that can affect their learning. These factors can be either psychological, cognitive problems or linguistic problems. The following are the analysis of findings based on subjective elements based on the graduates internal variables such as writing anxiety, emotional intelligence, and self-efficacy. Summary Some studies argue that writing anxiety is necessarily the cause of graduates poor performance in writing. The researchers attribute writing anxiety as the leading cause of a writers block that is experienced by students during the process of writing. A writer's block is whereby a student is unable to proceed with his or her writing because they cannot come up with an idea of what they are writing next; their ability to be creative diminishes at that particular moment and therefore subjected to a state of blankness. However, studies show that a writers block can be caused by other significant factors such as exhaustion from studies, perfectionism, high standards set by the institution of higher learning, and lack of a starting structure. Margarita, Patricia, Mina, and Dominique argue that a good predictor of academic performance is the emotional intelligence which also plays a part in the students general, successful performance. A learners performance is significantly improved with the development of competency through emotional intelligence. A study found that psychological intelligence results in improved decision making, increased motivation and better planning which thus reflects in a positive performance in writing but have provided no analytical evidence and the studies done to link emotional intelligence and performance mainly focused on jobs and not return. Additionally, since activities are self-scheduled, self-efficacy becomes essential for academic writing. These writers attribute higher self-efficacy to higher writing achievement in the secondary and university students in the United States of America. The writers have the view that self-efficacy is a psychological factor that depends on the individuals level of confidence and has a direct influence on the learners writing performance. The writers of Graduate students as academic writers: writing anxiety, self-efficacy, and emotional intelligence conclude that there is a relationship between two of the psychological factors affecting writing performance which are writing anxiety and self-efficacy in learning institutions. The findings are based on studies carried on young students and at the university concluded that lower writing anxiety in students reflected them to have a higher self-efficacy score. Writing improvement is achieved when students foster self-efficacy which then reduces the level of writing anxiety in learners. No research links El to writing anxiety, however, high El reports low writing anxiety. The researchers base these findings on the view that, tension is an emotion and utilization and regulation of emotions is done by the El. Evaluation Researchers argue that gender and writing anxiety have a particular relationship but have provided no concrete evidence for this study. The latter depends on accuracy, self-expression, high dependence on self-organization, confidence, use of complex grammatical, and flow of ideas. In gender aspect, researchers concluded that the textual organization and paragraphing between boys and girls are different (Daud and Kassim, 2016). Boys are acknowledged to have a more competent textual structure and paragraphing compared to girls who are said to be less skilled. Additionally, boys are said to possess a higher writing apprehension compared to girls. However, writing anxiety varies from one student to another regardless of their gender. In a study to determine whether emotional intelligence has any effect on the writing performance, students from a language institute in Iran were used for the research. Two groups, a test control group and an experimental group were introduced to emotional intelligence (Kumar, Puranik, and Sowmya, 2016). The study aimed to add emotional intelligence on the writing performance of the students. However, the writers' study has a limitation as it is difficult to group self-efficacy into different levels. Self- efficacy is not physically observable in itself directly (Li, 2016). The mode in which data was collected and analyzed is also not listed. The limitation here is that the use of questionnaires to gather and test self-efficacy causes a restriction of freedom to the learners since choices and responses are limited. The study carried by Margarita, Patricia, mina, Goodson, and Dominique to show the relationship between self-efficacy, emotional intelligence and writing anxiety. The provision of data that could establish the relationship between writing anxiety, self-efficacy, and El have not been well determined. The relationship between writing anxiety and emotional intelligence is based merely on assumption as there have been no studies conducted to establish that the two are indeed related (Khojasteh, Shokrpour, and Afrosiabi, 2016). However, some methods and modes of tests used during the collection of data and analyzing of these data can prove the credibility of these findings. The use of students from different learning institutions also establishes the reliability of these conclusions. Response In a research done in Palembang, at the PGRI University used students essay of both genders from the faculty of Teachers Training and Education in the academic year2011/2012 for the study. The study aimed to establish whether there was a significant difference between the writing anxiety and writing achievement reflected in the essays of both genders regarding variance. After statistical analysis, the findings revealed that boys had a higher grade of 58.29 while the girls got 57.64 when it came to the writing achievement scores (Tsao, Tseng and Wang). The final results indicate that there was indeed a relationship between emotional intelligence and writing performance as the use of a control group and an experimental group showed that the experimental group showed improvement in their writing performance. The power to master skills during learning depends on different factors without the attribution to emotional intelligence (Husscher-Davidson, 2016). The objective of the research is achieved, this article thus is between constructivism and positivism paradigm. Self-efficacy is considered as an independent variable, and statistical research that is done based on it cannot be entirely dependent on because the analytical data done on it is subject to prejudice. The article is critical realistic paradigm The article seems like an objective research whose findings can be of a positive effect if introduced to learning institutions to be better understood in a positivist paradigm (Huerbata, Goodson, Beigi, and Chulp, 2017). Conclusion In conclusion to this study, there is no significant between writing achievements in both genders and neither was there any significant difference found in writing anxiety. Furthermore, the students dont experience writing anxiety but signs of writing apprehension thus based on a positivism paradigm. The symptoms of writing fear dont creates a significant difference in their performance. Stottlemeyer, a researcher in Texas, argues that the ability to learn a second language successfully depends on the individual differences such as learners personality, anxiety, aptitude, and motivation (Mitchell, Harrigan, and McMillan, 2017). Introducing emotional intelligence strategy in learning institutions will result in a positive effect on the students learning performance reflecting a constructivist paradigm. The findings based on the self-efficacy tests can be beneficial in school and universities only if a suitable method of valuing self-efficacy can be formulated and be used in during research to analyze datato create a constructivist paradigm.. Finally, on the improvement of writing performance in institutions of higher learning, this paper could be used to provide a new approach to writing subjects after some improvements have been made such as on mode of data collection. Additionally, the use of constructive paradigm would be better in the research. References Daud, N. M., Kassim, N. L. A. (2016). Second Language Writing Anxiety: Cause Or Effect?. Malaysian Journal of ELT Research, 1(1), 19. Hubscher-Davidson, S. (2016). Trait Emotional intelligence and translation. Target. International Journal of Translation Studies, 28(1), 132-157. Huerta, M., Goodson, P., Beigi, M., Chlup, D. (2017). Graduate students as academic writers: writing anxiety, self-efficacy and emotional intelligence. Higher Education Research Development, 36(4), 716-729. Khojasteh, L., Shokrpour, N., Afrasiabi, M. (2016). The Relationship between Writing Self-efficacy and Writing Performance of Iranian EFL Students. International Journal of Applied Linguistics and English Literature, 5(4), 29-37. Kumar, A., Puranik, M. P., Sowmya, K. R. (2016). Association between dental students emotional intelligence and academic performance: A study at six dental colleges in India. Journal of dental education, 80(5), 526-532. Li, S. (2016). An Empirical Study on the Relationship between English Meta-cognitive Writing Strategy, Writing Self-efficacy and Writing Performance. Journal of Huangshan University, 6, 023. Mitchell, K. M., Harrigan, T., McMillan, D. E. (2017). Writing self?efficacy in nursing students: The influence of a discipline?specific writing environment. Nursing Open. Tsao, J. J., Tseng, W. T., Wang, C. (2017). The Effects of Writing Anxiety and Motivation on EFL College Students Self-Evaluative Judgments of Corrective Feedback. Psychological Reports, 120(2), 219-241.