Academic Writing: Anxiety, Self-Efficacy, and Emotional Intelligence

This report provides an in-depth analysis of the article "Graduate students as academic writers: writing anxiety, self-efficacy and emotional intelligence." The article, authored by Huerta, Goodson, Beigi, and Chlup, investigates the influence of writing anxiety, self-efficacy, and emotional intelligence on graduate students' academic writing. The report summarizes the article's key findings, which highlight the significant role of self-efficacy in predicting writing anxiety, while emotional intelligence shows a weaker correlation. The analysis includes an evaluation of the study's strengths and weaknesses, considering factors like sample generalizability and the definition of key terms. Furthermore, the report offers a personal response to the article, aligning with the thesis that the article is a valuable contribution to the field and recommending its use as a credible source of research. The report concludes by acknowledging the article's limitations while emphasizing its success in clarifying the relationships between the variables and providing a clear understanding of self-efficacy and writing anxiety in graduate students. The report also references related studies to provide a comprehensive overview of the topic.

Running head: LANGUAGE OF RESEARCH
Graduate students as academic writers: writing anxiety, self-efficacy and emotional
intelligence
Name of the Student
Name of the University
Author Note

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Table of Contents
Introduction................................................................................................................................2
Possible thesis statements..........................................................................................................2
Summary....................................................................................................................................3
Evaluation..................................................................................................................................3
Response....................................................................................................................................4
Conclusion..................................................................................................................................5
References..................................................................................................................................6

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Introduction
The article here is titled as ‘Graduate students as academic writers: writing anxiety,
self-efficacy and emotional intelligence’ which has been done by the authors Margarita
Huerta, Patricia Goodson, Mina Beigi and Dominique Chlup. Here the essential finding states
that self-efficacy is an important factor and a huge predictor of writing anxiety while on the
other hand, emotional intelligence is not. As found through the various researches and the
growing global trends that that there is a low percentage in proceeding with their degree can
be due to many factors. Thus, self-efficacy, writing anxiety and emotional intelligence are
taken as the variables to measure the graduate students as academic writer.
However, there are many other studies in this field that has been seen focusing on
self-efficacy, writing anxiety and emotional intelligence. As stated by Mascle, in his study
done in 2013 reached to the conclusion that the writing instructions usually do minimal to
reduce the writing anxiety but encouraging self-efficacy can together diminish the anxiety in
writing as well as further development in writing.
Possible thesis statements
This article of great merit and should be considered as essential reading by everyone
in the area of academic writing. This critique will outline why this is the case.
This article is noteworthy addition to the subject of graduate students and can be
considered very useful for those connected to this field. This critique will outline why this is
the case.
This article makes a solid contribution to research into the writing anxiety, self-
efficacy and emotional intelligence and would be useful to those wishing to gain a deeper
understanding. This critique will outline why this is the case.

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This article contributes somewhat to research into the area of academic writing and
would be quite useful for readers who wish to know more about this subject. This critique
will outline why this is the case.
This article manages to make a contribution of some value to the field of academic
writing, although it has limitations. This critique will outline why this is the case.
Summary
This article mainly summarizes the factors that affect the writers in academic writing
that are affecting their productivity due to some internal variables. Here three variable have
been measured that highly affects the students those are writing anxiety, self-efficacy and
emotional intelligence. A survey has been done to collect the data on these variable and the
authors finding clearly says that self-efficacy is a huge predictor of writing anxiety while
emotional intelligence is not. Supports have been there who were found providing the success
of the supporting group of writers and providing them with additional frameworks for
creating a writing group.
Evaluation
There are few weaknesses of this study, which are overlooking the cultural precisions,
the sample is not generalized among all the graduate students of higher education, and it does
not pay any focus on the measures of writing productivity. The sample taken for this study is
not generalized to all graduate students of higher education as the sample was only limited to
an university in the United States and thus it is not a true representative of the population.
The strength that has been observed is that the variables are studied in an in-depth way and a
clear understanding is provided. However, it can be said that the strength has outbalance the
weakness for this article.

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However, the key terms used in are defined here. Firstly, writing anxiety is the bodily
tension, worry and physical changes that take place when an individual is presented with a
writing task. Self-efficacy is the recognized level of the confidence of a behavior in their
performance. It further has a necessary and huge alliance with writing anxiety. Lastly,
emotional intelligence is the potential to monitor the emotions and feelings of themselves and
others. Emotional intelligence is thus the capability of the individuals to assess, control and
utilize the emotions that has an influence on the anxiety.
However, the author’s perspective in this article can be stated as an impartial
statement to the reality because in a similar research article by Shao & Ji in 2013, find out
that there is a powerful positive bonding between the emotional intelligence and writing
achievement. This study was done to observe the equality of two groups which were a writing
ability test another is trait emotional intelligence questionnaire-adolescent short form which
were administered before the experiment. The outcome indicated that the experimental group
scored remarkably higher than the control group.
Response
This section is about the personal response based on the outcome of the evaluations
that has been conducted in the above section. As stated in the thesis statements the article is
of great merit and should be considered an essential reading by everyone in the area of
academic writing. However, the total evaluation of this article supports this idea that this
particular article is notable addition to the subject of graduate students and thus, can be very
much beneficial for those individuals who are attached to this field.
According to my opinion, I do agree that writing anxiety affect the academic writers
in a great deal when they are accounted with writing tasks and that will surely affect their
productivity but there was no account of measure being taken on this writing productivity that

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is wrong on the author’s part. This will definitely help in reducing anxiety in writers and
increasing self-efficacy and emotional intelligence. Yes, I may recommend this work as
credible sources of research as it was able to provide a fundamental relationship among the
variables.
However, as I would like to say that in some aspect the future researcher could use
this work to have directions that can help them lessened the anxiety in writing and to improve
the self-efficacy and emotional intelligence among the writers. The workshops and services
provide the students to reduce their anxiety as they are taught productive strategies and
impart writing supports.
Conclusion
To conclude this report, I can say that apart from have few limitations it still has
succeeded by pointing out that academic writers does in a way get affected by writing
anxiety, self-efficacy and emotional intelligence. It has analyzed the variables in an in depth
manner in the context of students who are graduate and academic writers. This article thus
gives a clear understanding of the relationships of the variables, as no other study has this
much clarity is explaining self-efficacy and writing anxiety in graduate students. Thus, there
is no further confusion that the topic, ‘Graduate students as academic writers: writing anxiety,
self-efficacy and emotional intelligence’ is an analytical one. However, it is clear that the
current research in this field of academic writing has confirmed to this.

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References
Huerta, M., Goodson, P., Beigi, M., & Chlup, D. (2017). Graduate students as academic
writers: writing anxiety, self-efficacy and emotional intelligence. Higher Education
Research & Development, 36(4), 716-729.
Mascle, D. D. (2013). Writing self-efficacy and written communication skills. Business
Communication Quarterly, 76(2), 216-225.
Shao, K., Yu, W., & Ji, Z. (2013). The relationship between EFL students' emotional
intelligence and writing achievement. Innovation in language learning and
teaching, 7(2), 107-124.