top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 15 December 2022

The Investigation of Gifted Students' Speaking and Writing Anxiety Level According to Some Variables

Bünyamin Sarikaya, Kenan Bulut

Muş Alparslan University (Turkey), Van Yüzüncü Yıl University (Turkey)

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.05.04.632

Pages: 407-416

Keywords: Gifted Students, Speaking Anxiety, Writing Anxiety

Abstract

In this study, it is aimed to examine the speaking and writing anxiety levels of gifted students according to various variables. For this purpose, the study group consists of 50volunteer students who continue their education in a Science and Art Center (BİLSEM) in Turkey and come to the school on the days of the study. The study was designed in the survey model and carried out according to the quantitative research method. In the study, the "Speaking Anxiety Scale" developed by Gündüz and Demir (2020) for secondary school students was used to determine the speaking anxiety of gifted students, and the "Writing Anxiety Scale for Secondary School Students" developed by Karakuş Tayşi and Taşkın (2018) was used to determine their writing anxiety. The data were analyzed using the SPSS 26 package program. For analysis, t-Test and One Way Anova Test, which is one-way analysis of variance, were used from parametric tests. As a result of the study, it was determined that the writing and speaking anxiety levels of the gifted students were moderate, and the students do not differ according to their gender, grade level, school type and BİLSEM program they are studying. In the study, it is suggested that more studies should be done on the speaking and writing anxiety of gifted students.

References

  1. Akalın, S. & Adıgüzel, A. (2020). Investigation of speaking anxiety levels of secondary school students in terms of various variables. Kastamonu Education Journal, 28(3), 1345-1356. doi: 10.24106/kefdergi.3956.

  2. Akaydın, Ş. & Ateş, A. (2015). An investigation of secondary school studentsʹ writing anxiety: (Malatya province sample). Journal of Language and Literature Education,16, 24-38.

  3. Akça, H. (2017). Creative writing education for gifted children. International Journal of Languages’ Education and Teaching, 5(1), 377-393.

  4. Akkan, E. (2010). Research on prediction power of emotional intelligence and creativity level of secondary education grade gifted children’s life satisfaction [Unpublished master thesis]. Gaziosmanpaşa University.

  5. Aksu, M. (2021). Speaking anxiety of bilingual Turkish student in primary schools in France Speaking anxiety of bilingual Turkish student in primary schools in France [Unpublished master thesis]. Sakarya University.

  6. Alturan, N. (2021). An investigation of the relationship between the speaking anxieties of secondary school students and their dependencies of digital games, social media and smart phones[Unpublished master thesis]. Düzce University.

  7. Aşılıoğlu, B. & Özkan, E. (2013). Investigating secondary school students' writing anxiety ın terms of some variables: the case of Diyarbakır. The Journal of Academic Social Science Studies, 6(6), 83‐111.

  8. Baki, Y. & Kahveci, G. (2017). The effect on the effective speaking particulars of turkish language teacher candidates 'speech: a structural equality modelling. Turkish Studies, 12(4), 47-70.

  9. Bapoğlu, S. S. (2010). The research of creativity and critical thinking levels of gifted and normal children [Unpublished master thesis]. İstanbul University.

  10. Beck, A. T. & Emery, G. (2006). Anksiyete bozuklukları ve fobiler: Bilişsel bir bakış açısı. (4. baskı). (Çev. V. Öztürk). Litera Press.

  11. Bippus, A.M. & Daly, J. (1999). What do people think causes stage fright?: naive attributions about the reasons for public speaking anxiety. Communication Education, 48(1) 63-72.

  12. Burkovik, Y. (2009). Kaygılanacak ne var. İstanbul: Timaş Press.

  13. Butcher, J. N., Mineka, S. & Hooley, J.M. (2013). Anormal psikoloji. (Çev. O. Gündüz) Kaknüs Press.

  14. Campbell, E. & Jones, G. (1997). Precompetition anxiety and self-confidence in wheelchair sport participants. Adapted Physical Activity Quarterly. 14 (2): 95-107.

  15. Cheng, Y, Horwitz, E. & Schallert, D. (1999). Language anxiety: differentiating writing ans speaking components. Language Learning, 49(3), 417-446. doi: https://doi.org/10.1111/0023-8333.00095

  16. Cheng, Y. S. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35, 647‐656.

  17. Chien, C. Y. & Hui, A. N. (2010). Creativity in early childhood education: Teachers’ perceptions in three Chinese societies. Thinking Skills and Creativity, 5(2), 49-60.

  18. Condrill, J. & Bough, B. (2004). 101 iletişim yolu. (2. basım) (Çev. A. Şahin) Beyaz Press.

  19. Daly, J. A. & Wilson, D. A. (1983). Writing apprehension, self-esteem, and personality. Research in the Teaching of English, 17(4), 327-339.

  20. Durmuş, E. & Baş, K. (2016). Analysis of speech anxieties of pre-service social studies teachers. Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 11(19), 325-336.

  21. Esposito, J. (2010). Sahne ışıkları altında: Topluluk önünde konuşma ve performans sergilemeyle ilgili korkularınızdan kurtulun. (Çev. K. Önem). Elips Press.

  22. Fletcher, L. (2017). Konuşma sanatı (3. baskı). (Çev. F. Şahin). Omega Press.

  23. Gaibani, A. & Elmenfi, F. (2014). The role of gender in influencing public speaking anxiety. British Journal of English Linguistics, 2(3), 7-13.

  24. Gedik, M. (2015). Investigatıon of secondary school student speech anxiety exemplified in siirt summary. ODU Journal of Social Seciences Research, 13, 77-93.

  25. Gölpınar, Ş., Hamzadayı, E., & Bayat, N. (2018). The relationship between the level of speaking anxiety and speaking performance. Journal of Language Education and Research, 4(2), 75-85.

  26. Gündüz, A. (2020). The relationship between emotional ıntelligence and speech anxiety [Unpublished master thesis]. Fırat University.

  27. Gündüz, A. & Demir, S. (2020). Development of the speech anxiety scale: a validity and reliability study.  Fırat University The Journal of International Social Sciences, 31(1), 145-159.

  28. Hacıoğlu, Y. & Türk, T. (2018). How creative do gifted students find themselves. National Education Journal, 47(1), 365–384.

  29. İşeri, K. & Ünal, E. (2012). Analysing the turkish teacher candidates’ writing anxiety situations in terms of several variables. Mersin University Journal of the Faculty of Education, 8(2), 67‐76.

  30. Kanlı, E. (2017). Investigating the relations between scientific creativity, gender and scientific attitudes of gifted learners. Elementary Education Online, 16 (4), 1792-1802.

  31. Karakuş Tayşi, E. & Taşkın, Y. (2018). Development of the writing anxiety scale for secondary school students: reliability and validity study. International Journal of Turkish Literature Culture Education, 7(2), 1172-1189.

  32. Karasar, N. (2007). Scientific research method. Ankara: Nobel Press.

  33. Katrancı, M. & Temel, S. (2018). Writing anxiety scale for primary school student: a validity and reliability study. Journal of Social and Humanities Sciences Research, V(24), 154-155.

  34. Katrancı, M. & Kuşdemir, Y. (2015). Investigation of speaking anxiety of pre-service teachers: an application for speaking course. Dicle University Journal of Ziya Gökalp Faculty of Education, 415-445.

  35. Kavruk, H. & Deniz, E. (2015). Secondary school students’ speaking anxiety (the sample of Samsun). Journal of Language and Literature Education, 15, 63-89.

  36. Keşaplı, G. & Çifci, M. (2017). Speech anxiety of elementary school students. The Journal Of Academic Social Science Studies, (54), 463-484.

  37. King, L. (1998). Kiminle, ne zaman, nerede, nasıl konuşmalı? (Çev. Y. Özdemir). İnkılap Press.

  38. Koçak, R. & İçmenoğlu, E. (2012). Emotional intelligence and creativity as predictors of life satisfaction among gifted students. Turkish Psychological Counseling And Guidance Journal, 4 (37), 73-85.

  39. Linver, S. (1997). Konuşma eğitimi. (Çev. A. Özlü). Mert Press.

  40. Maden, S. (2021). Yazma kaygısı. (M. N. Kardaş, Ed.). Yazma eğitimi içinde s. 341-362. Ankara: PegemA Press

  41. Morgan, T. C. (2011). Psikolojiye giriş. (Çev. Ed. S. Karakaş ve R. Eski.) (Düzeltilmiş ve gözden geçirilmiş 19. baskı). Eğitim Akademi Press.

  42. Okur, A. & Özsoy, Y. (2015). A research for the attitudes of gifted students' towards turkish lesson: a sample of bartın bilsem. Journal of Theory and Practice in Education, 9 (3): 254-264

  43. Özsoy, Y. (2015). Wrıtıng Anxiety In Gifted Secondary School Students [Unpublished master thesis]. Sakarya University.

  44. Özcan, B., Kontaş, H. & Polat, M. (2020). Investigating creative writing skills of gifted and talented students. International Journal of Turkish Literature Culture Education, 9(3), 1262-1272.

  45. Özdemir, Ö. (2010). Levels of creative writing works of gifted students (grade 6, 7 and 8) [Unpublished master thesis]. Marmara University.

  46. Palmquist, M. & Young, R. (1992). The notion of giftedness and student expectations about writing. Written Communication, 9, 137-168.

  47. Rapee, R.M., Spence, S.H., Cobham, H. & Wignal, A. (2003). Kaygılı çocuğa yardım. (Çev: Rasim Baykaldı), Ankara: Arkadaş Press.

  48. Rawson, H, E., Blomer, K. & Kendall, A. (1994). Stress, anxietyi depression, and physical ilness in college-students. Journal of Genetic Psychology. 155 (3): 321-330.

  49. Rector, N. A., Bourdeau, D., Kitchen, K. & Joseph-Massiah, L. (2008). Anxiety disorders: an information guide. Canada: Centre for Addiction and Mental Health.

  50. Rosenthal, B. S. & Schreiner, A, C. (2000). Prevalence of psychological symptoms among undergraduate students in an ethnically diverse urban public college. Journal of American College Health. 49 (1): 12-18.

  51. Saluk, N. & Pilav, S. (2018). A research on ımproving creative writing skills of the highly talented. Ahi Evran University Journal of Kırşehir Education Faculty, 19(3), 2191-2215.

  52. Sevim, O. & Gedik, M. (2014). The ınvestigation of speech anxiety of secondery school students according to some variables. Turkish Researches Institute 52, 379-393.

  53. Sevim, O., Karabulut, A. & Elkatmış, V. (2021). The effect of the write your connotation tactics on the writing attitude and anxiety of gifted students. Journal of Mother Tongue Education, 9(4), 1066-1080.

  54. Shang, H. F. (2013). Factors associated with english as a foreign language university students writing anxiety. International Journal of English Language Teaching, 1(1), 1‐12.

  55. Spielberger C.D., & Reheiser, E. C. (2009). Assessment of emotions: Anxiety, anger, depression, and curiosity. Applied Pssychology:Health And Well-Being, 1(3), 271-302.

  56. Stuart, C. (2008). Etkili konuşma (4. baskı). (Çev. M. Sağlam). Alfa Press.

  57. Surtees, P. G., Wainwright, NWJ. & Pharoah, PDP. (2002). Psychosocial factors and sex differences in high academic attainment at Cambirdge University. Oxford Review of Education. 28 (1): 21-38.

  58. Şakiroğlu, Y. & Kılıç, Y. (2019). The effects of humor-based activities on the writing skills of 7th grade students. Journal of Ağrı İbrahim Çeçen University Social Sciences Institute, 5(2), 43-66.

  59. Tekşan, K., Mutlu, H. H. & Çinpolat, E. (2019). The examination of the relationship between the -speech anxiety and speaking skill attitudes of middle school students and the opinions of teachers on speech anxiety. Journal of Language and Linguistic Studies, 15(4), 1395-1412.

  60. Tekşan, K. (2013). Analysis of writing anxiety of secondary school students according to several variables, African Journal of Agricultural Education, Vol 1(4), s: 62-67.

  61. Tiryaki, E. (2012). Determining writing anxieties of university students’ from different variables. Journal of Language and Literature Education, 1(1), 14‐21.

  62. Uçgun, D. (2011). The study on the writing anxiety levels of primary school 6, 7 and 8th year students in terms of several variables. Educational Research and Reviews, 6 (7), 542-547.

  63. Vitasari, P., Wahab, M. N. A., Othman, A., Herawan, T. & Sinnadurai, S. K. (2010). The relationship between study anxiety and academic performance among engineering students. Procedia Social and Behavioral Sciences, 8, 490-497.

  64. Weda, S. & Sakti, A. E. F. (2018). The relationship between study anxiety and academic performance among english students. XLinguae, 11(2), 718- 727. http://dx.doi.org/10.18355/XL.2018.11.02.56

  65. Xu, L. (1993). A survey of college English writing instruction in China and suggestions for improvement. http://phdtree.org/pdf/24848512‐a‐survey‐of‐college‐english‐writinginstruction‐in‐china‐and‐suggestions‐for‐improvement/ adresinden 14.11.2022 tarihinde erişilmiştir.

  66. Yaman, H. (2010). Writing anxiety of turkish students: scale development and the working procedures in terms of various variables. International Online Journal of Educational Sciences, 2(1), 267‐289.

  67. Yavuz, E. (2020). Improving the writing skills of gifted primary school students through process-based writing studies with a focus on metacognitive skills [Unpublished master thesis]. Muğla Sıtkı Koçman University.

  68. Yaylacık, A. (2014). Highly gifted 5th grade students’ narrative text writing skills [Unpublished master thesis]. Mustafa Kemal University.

  69. Yıldırım, G. (2015). Speech anxıety of elementary school students. [Unpublished master thesis].Uşak University.

  70. Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75(4), 426-439.

  71. Zorbaz, K. Z. (2010). The relationship between middle school student’s writing apprehension and blocking with their written expression skills [Doctoral dissertation]. Gazi University.

bottom of page