WRITERS’ BELIEFS AND EXPECTATIONS IN ACADEMIC WRITING: TOWARDS A MODEL OF WRITING PROPHECIES
DOI:
https://doi.org/10.46827/ejel.v6i4.3737Keywords:
communication factors, motivation, confidence, apprehension, personalityAbstract
Writers have mixed feelings about academic writing. Some hated academic writing. Some liked academic writing. Some liked but they get disheartened with low marks. Some like and are motivated to write better with good marks. The love-hate relationship that writers have towards writing can be depicted in the form of a writing prophecy. This study investigates how writing prophecies influence writers’ own self-imposed belief and how this belief is affected by other imposed expectation and finally these impacted the results of the writing activity. This quantitative study is done using a survey with 5 likert scale. The categories in the survey are (a) Planning, (b) Translating and (c) Reviewing stages of writing. The independent variables like Type A writer, Type B writers and Type C writers are added in the survey. Type A refers to the perceived belief that the writer who has self-imposed negative perception will have a negative writing belief. Next, type B is when the writers have self-imposed perception, but they received negative other imposed expectation. This can still lead to positive beliefs as the writer is motivated. Type C refers to writers who have positive self-imposed perception and received positive other imposed expectation. This can lead to positive writing belief. Data is analysed using SPSS version to reveal frequency of responses and presented in mean scores.
Article visualizations:
References
Ackerman, C. E. (2020, April 17). Self-Fulfilling Prophecy in Psychology: 10 Examples and Definition. Positive Psychology. Retrieved from https://positivepsychology.com/self-fulfilling-prophecy/
Al Fadda, H. (2012). Academic Writing: From the Perspective of King Saud University Postgraduate Students. English Language Teaching, Vol 5(3), pp 123- 130. Retrieved from http://dx.doi.org/10.5539/elt.v5n3p123
Aripin, N., and Rahmat, N. H. (2020). Metacognitive Writing Strategies Model Used by ESL Writers in the Writing Process: A Study Across Gender. International Journal of Asian Social Science, Vol 11(1), pp 1-9. Retrieved from http://doi.org.dx/10.18488/journal.1.2021.111.1.9
Flower, L. & Hayes, J. R. (1981). A Cognitive Process Theory of Writing. College Composition and Communication, Vol 32(4) pp. 365-387. Retrieved from https://www.jstor.org/stable/356600?seq=1
Klimova, B. F. (2014). Constraints and Difficulties in the Process of Writing Acquisition. Procedia - Social and Behavioral Sciences Volume 122, 19 March 2014, Pages 433-437. Retrieved from https://doi.org/10.1016/j.sbspro.2014.01.1367
Haron, H., and Rahmat, N. H. (2020). Exploring the Theory of Activity in English Language Writing: The case for WhatsApp. International Journal of Asian Social Science, Vol 10(11), 00671-684. Retrieved from http://doi.org./10.18488/journal.1.2020.1011.671.684
Constraints and Difficulties in the Process of Writing Acquisition (2014). Procedia-Social and behavioural Sciences 122, pp 433-437. Retrieved from http://doi.org./10.1016/j.sbspro.2014.01.1367
Merton, R. (1948). The Self-Fulfilling Prophecy. The Antioch Review, Vol 8(2), pp 193-210. Retrieved from http://doi.org/10.2307/4609267
Rahmat, N. H. (2019). Cycle of Fear in Learning: The Case for Three Language Skills. American Journal of Social Sciences and Humanities, 4(1): 151-162.
Retrieved from http://doi.org/10.20448/801.41.151.162
Rahmat, N. H., Arepin, M., Mohd Yunos, D. R., Syed Abdul Rahman, S. A. (2017). Analyzing Perceived Writing Difficulties through the Social Cognitive Theory. PEOPLE: International Journal of Social Sciences, Vol 3(2), pp 1487-1499. Retrieved from https://dx.doi.org/10.20319/pijss.2017.32.14871499
Syed Abdul Rahman, S. A., Mohd Yunos, D. R., Rahmat, N. H., Megat Abdul Rahim, P. R., and Anuarudin, A. A. S. (2021). Coping with Reading Difficulty using Social-Affective Strategy. International Journal of Asian Social Science, Vol 11(2), pp 129-136. Retrieved from http://doi.org./10.18488/journal.1.2021.112.129.136
Toh, C. W., and Rahmat, N. H. (2021). An Investigative Study on the Types and Causes of ESL Writing Anxiety: A Case Study of Learners from a Chinese Independent Middle School. European Journal of English Language Teaching, Vol 6(3),pp 19-36. Retrieved from https://oapub.org/edu/index.php/ejel/article/view/3553
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
