The paper titled "Factors Impacting Writing Reflections, Anxiety, and Motivation: A Case Study of EFL Level 1 Students at King Khalid University, KSA" primarily focuses on the factors influencing writing reflections, anxiety, and motivation among first-year EFL students at King Khalid University. The study aims to understand how interactive writing techniques, specifically dialogue journal writing (DJW), can impact these elements in students who are beginning their English language studies.
The purpose of the study is to examine the effectiveness of using dialogue journals as a method to enhance writing skills, reduce anxiety, and boost motivation among EFL learners. The study specifically investigates the reflections of students on their writing, changes in their anxiety and motivation levels before and after the implementation of the DJW technique, and their overall reactions to this interactive writing approach.
The methodology employed in this study involved 36 first-year students from the Faculty of Languages and Translation at King Khalid University, divided into experimental and control groups. The experimental group received training in the DJW technique, while the control group was taught using traditional methods. Data were collected through pre- and post-study questionnaires, interviews, and analysis of writing samples. The researchers employed a t-test to analyze the data and compared the results between the two groups.
Key findings indicate that the DJW technique had a positive effect on students' intrinsic motivation for writing, significantly reduced their writing anxiety, and improved their attitudes toward writing in English. The results also showed that students in the experimental group demonstrated enhanced reflective awareness of their writing abilities and expressed greater confidence in their writing skills. The study concluded that the interactive writing approach was successful in fostering students' self-growth as learners and human beings, reducing their anxiety, and increasing their motivation and fluency in writing.
The conclusions of the study highlight the significance of using interactive writing approaches like dialogue journals in EFL classrooms. The findings suggest that such techniques can effectively support students in developing their writing skills, reducing anxiety, and enhancing motivation, which are critical components of successful language learning. The study implies that incorporating DJW in teaching practices can provide a more engaging, supportive, and meaningful writing experience for EFL students.