Chahrazad Mouhoub-Messadh


Purpose: Much research on language writing instruction has focused on cognitive processes while little attention is paid to the affective side involved in writing namely from teachers’ perspectives. Teachers have a significant role in shaping learners’ experiences of success inside and outside the classroom setting. The present study aims to examine teachers’ perceptions of learners’ affect and anxiety in EFL writing. The study is an attempt to understand the ways teachers view learners’ writing difficulties, and teachers’ impact on creating supportive learning environments.

Methodology: The method chosen was essentially descriptive. The data were collected from a sample of eight university teachers of first-year undergraduates at the English department of Algiers 2 University. The participants responded to questionnaires that included a background questionnaire and another questionnaire that was designed to depict aspects of affect and anxiety in writing, students’ writing difficulties, and EFL instruction.

Findings: The study revealed that most teachers found assessment and students’ reluctance to write as areas of difficulty for their students. EFL writing was perceived as an examination-oriented course. The subjects had partially supported the view that negative or positive affect could ultimately influence students’ EFL writing.

Practical Implications: The study has implications for both teachers and curriculum designers. The study contributes to the understanding of the role played by affect in shaping students’ experiences of EFL writing.  It helps to raise awareness of the affective dimension in students’ writing with the objective of considering both: students’ linguistic inadequacies as well as their emotional involvement in writing.

Full text article

Generated from XML file


Chahrazad Mouhoub-Messadh (Primary Contact)
Mouhoub-Messadh, C. (2021). THE AFFECTIVE DIMENSION IN EFL WRITING FROM THE PERSPECTIVE OF UNIVERSITY TEACHERS. Middle Eastern Journal of Research in Education and Social Sciences, 3(3), 1-9.

Article Details