Akademik Veri Yönetim Sistemi
Academic Research and Reviews in Education Sciences, Assoc. Prof. Oruç Ali UĞUR, Editör, Platanus Publishing, Ankara, ss.201-218, 2023
With the increasing attention on learning a foreign language, anxiety has emerged as a significant obstacle for individuals engaged in language acquisition. Horwitz, Horwitz and Cope (1986) argue that anxiety hinders the foreign language learning process. Language researchers admit that anxiety caused by the process of language learning is one of the most fundamental obstacle that English as a foreign language learners face when learning a foreign language (Alrabai, 2014; Wu, 2010). Horwitz et al. (1986) define language anxiety to be “a distinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of the language learning process” (p. 128).
Particularly, anxiety in writing skills is a significant concern in the field of foreign language acquisition. Therefore, this theoretical analysis aims to explore the complex interplay of factors surrounding anxiety in foreign language writing skills and investigate the effects of the artificial intelligence applications in foreign language writing skills anxiety with a specific focus on the dynamics in university preparatory classes.
Since understanding the dynamics of writing anxiety is crucial for developing effective teaching strategies and enhancing the overall quality of foreign language education, this study aims to focus on the multifaceted nature of writing anxiety and its implications within the context of foreign language acquisition. In addition, the study aims to investigate the effects of artificial intelligence writing tools on the writing anxiety levels of English language preparatory program students.