The process writing approach significantly decreased writing anxiety relative to traditional instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Students taught with the process writing approach showed significantly lower posttest writing anxiety than control-group students, after controlling for pretest anxiety. → Bayat 2014

Evidence¶

Bayat 2014¶

Nihat BAYAT. (2014). The Effect of the Process Writing Approach on Writing Success and Anxiety. Educational Sciences: Theory & Practice, 14(3). https://doi.org/10.12738/estp.2014.3.1720

q2 · i? · causal · r2

ANCOVA on Writing Apprehension Test scores in the same 74-student quasi-experiment; adjusted means were 64.00 for the experimental group and 76.56 for the control group, with higher scores indicating "an increased level of anxiety". No effect size is printed.

"As a result of the analysis, it was ascertained that there was a statistically significant difference between the experimental group and control group participants' mean anxiety scores on the posttest adjusted according to pretest anxiety scores (F (1,73)=19,661; p=.000)."

Discussion¶

Learner Variables¶

• Academic Anxiety — outcome: instruction changes it

Related Claims¶

• The process writing approach significantly improved academic writing success among first-year preschool teaching students relative to traditional instruction — related
• The control group's writing skills also improved significantly over the 8 weeks under traditional instruction — related
• Wiki-based instruction reduces writing anxiety of EFL business students relative to traditional instruction — related