래쉬 모델을 활용한 예비교사들의 영어 글쓰기에 대한 불안 및 불안 이유 분석

Identifying prospective EFL teachers’ writing anxiety and reasons for L2 writing anxiety: Applying the Rasch model.

The main purpose of this study was to examine L2 writing anxiety among pre-service teachers in English education and the reasons for L2 writing anxiety. A total of 163 respondents completed three different questionnaires online. The research questions included: (1) How valid is the L2 writing anxiety questionnaire to measure writing anxiety? (2) Is there a significant difference between the participants' writing anxiety in L1 and L2? (3) Are any relationships between the subcategorized variables of L2 writing anxiety, L1 writing anxiety, and reasons for L2 writing anxiety present? As the result of the analysis, the L2 writing anxiety questionnaire proved to be valid and reliable when analyzed through a Rasch model. The results of the ANOVA indicated that English pre-service teachers showed significant differences in L1 and L2 writing anxiety. The participants were more anxious under the L2 context (somatic anxiety, cognitive anxiety, and avoidance behavior) than they were under the L1 context. Lastly, correlational analysis among all variables revealed that L2 writing anxiety and reasons for L2 anxiety were positively correlated (attitude toward the writing task, use of writing strategies, textbook materials, writing competence, the impact of a writing instructor, prior writing experience).