Innovation in Language Learning and Teaching †Free Samples

Question: Discuss about the Innovation in Language Learning and Teaching. Answer: 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. 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. 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. 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. 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. 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 authors 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. 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 is wrong on the authors 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. 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.