From Anxiety to Success: Addressing Writing Anxiety Through Implementing Formative Assessment

Halil Sarı

doi:10.30703/cije.1747628

TR EN

Kaygıdan Başarıya: Biçimlendirici Değerlendirme Uygulamaları Yoluyla Yazma Kaygısının Ele Alınması

Abstract

Bu çalışma, biçimlendirici değerlendirme uygulamalarının öğrencilerin yazma kaygısı üzerindeki etkilerine dair literatürü, özellikle Yabancı Dil olarak İngilizce (EFL) bağlamında bir araya getirmeyi amaçlamıştır. Yazma kaygısı; öğrencilerin yazma performansını, motivasyonunu ve akademik katılımını olumsuz etkileyen çok yönlü bir olgudur. Bu inceleme; ampirik araştırma ve teorik tartışmalardan elde edilen kanıtları sentezleyerek, zamanında geri bildirim, akran değerlendirmesi, öz-değerlendirme ve üstbilişsel yansıtma gibi biçimlendirici değerlendirme uygulamalarının kaygıyı hafifletme ve yazma öz-yeterliliği inşa etmedeki etkililiğini vurgulamıştır. İncelemeye dahil edilen çalışmalar; çeşitli veri tabanları üzerinden 'biçimlendirici değerlendirme', 'yazma kaygısı' ve 'EFL öğrencileri' gibi anahtar kelimeler kullanılarak yapılan aramalarla, son yirmi yılda yayımlanmış hakemli dergi makaleleri arasından seçilmiştir. Seçim kriterleri, deneysel geçerlilik, metodolojik netlik ve incelemenin amaçlarıyla tematik uyum üzerine odaklanmıştır. Bu tür uygulamaların (eğitime) entegre edilmesi, öğrencilerin yazmayı bir performans görevi olarak değil, gelişimsel ve destekleyici bir süreç olarak algılamalarını sağlar. Çalışma, biçimlendirici değerlendirmenin yalnızca öğrencilerin duygusal durumunu iyileştirmekle kalmayıp, aynı zamanda birer yazar olarak akademik gelişimlerinde ve özerkliklerinde belirleyici bir rol oynadığını göstermiştir. Bu nedenle mevcut çalışma, yazma öğretiminde biçimlendirici değerlendirmenin entegrasyonunun, özellikle yazma kaygısının öğrenci performansı ve kendini ifade etme önünde engel teşkil ettiği ortamlarda, pedagojik uygulamalarda kaçınılmaz bir değişim haline geldiğini vurgulamıştır.

Keywords

From Anxiety to Success: Addressing Writing Anxiety Through Implementing Formative Assessment

Abstract

This study aimed to bring together the literature on the impacts of formative assessment practices on students' writing anxiety, particularly in English as a Foreign Language (EFL) context. Writing anxiety is a multifaceted phenomenon that negatively affects writing performance, motivation, and academic engagement of students. The review synthesized evidence from empirical research and theoretical discussions, highlighting the efficacy of formative assessment practices such as timely feedback, peer review, self-assessment, and metacognitive reflection in alleviating anxiety and building writing self-efficacy. The studies included in this review were selected from peer-reviewed journal articles published in the last twenty years, using keyword searches such as 'formative assessment,' 'writing anxiety,' and 'EFL learners' across databases. Selection criteria focused on empirical relevance, methodological clarity, and thematic alignment with the review's objectives. The integration of such practices allows students to perceive writing as a developmental and supportive process, rather than a performance task. The study indicated that formative assessment not only enhanced students' emotional state but also played a decisive role in their academic growth and autonomy as writers. Therefore, the current study has highlighted that the integration of formative assessment in teaching writing has become the unavoidable shift in pedagogical practice, particularly in settings where writing anxiety is a barrier to student performance and expression.

Keywords

References

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Details

Primary Language

English

Subjects

Curriculum and Instration (Other)

Journal Section

Review

Authors

Halil Sarı ^*
0000-0003-2560-2799
Türkiye

Publication Date

May 1, 2026

Submission Date

July 21, 2025

Acceptance Date

February 25, 2026

Published in Issue

Year 2026 Volume: 15 Number: 1

DOI

https://doi.org/10.30703/cije.1747628

IZ

https://izlik.org/JA28HS46AL

Cite

RIS / Bibtex

APA

Sarı, H. (2026). From Anxiety to Success: Addressing Writing Anxiety Through Implementing Formative Assessment. Cumhuriyet Uluslararası Eğitim Dergisi, 15(1), 249-264. https://doi.org/10.30703/cije.1747628

AMA

1.Sarı H. From Anxiety to Success: Addressing Writing Anxiety Through Implementing Formative Assessment. CIJE. 2026;15(1):249-264. doi:10.30703/cije.1747628

Chicago

Sarı, Halil. 2026. “From Anxiety to Success: Addressing Writing Anxiety Through Implementing Formative Assessment”. Cumhuriyet Uluslararası Eğitim Dergisi 15 (1): 249-64. https://doi.org/10.30703/cije.1747628.

EndNote

Sarı H (May 1, 2026) From Anxiety to Success: Addressing Writing Anxiety Through Implementing Formative Assessment. Cumhuriyet Uluslararası Eğitim Dergisi 15 1 249–264.

IEEE

[1]H. Sarı, “From Anxiety to Success: Addressing Writing Anxiety Through Implementing Formative Assessment”, CIJE, vol. 15, no. 1, pp. 249–264, May 2026, doi: 10.30703/cije.1747628.

ISNAD

Sarı, Halil. “From Anxiety to Success: Addressing Writing Anxiety Through Implementing Formative Assessment”. Cumhuriyet Uluslararası Eğitim Dergisi 15/1 (May 1, 2026): 249-264. https://doi.org/10.30703/cije.1747628.

JAMA

1.Sarı H. From Anxiety to Success: Addressing Writing Anxiety Through Implementing Formative Assessment. CIJE. 2026;15:249–264.

MLA

Sarı, Halil. “From Anxiety to Success: Addressing Writing Anxiety Through Implementing Formative Assessment”. Cumhuriyet Uluslararası Eğitim Dergisi, vol. 15, no. 1, May 2026, pp. 249-64, doi:10.30703/cije.1747628.

Vancouver

1.Halil Sarı. From Anxiety to Success: Addressing Writing Anxiety Through Implementing Formative Assessment. CIJE. 2026 May 1;15(1):249-64. doi:10.30703/cije.1747628

Kaygıdan Başarıya: Biçimlendirici Değerlendirme Uygulamaları Yoluyla Yazma Kaygısının Ele Alınması

Abstract

Keywords

From Anxiety to Success: Addressing Writing Anxiety Through Implementing Formative Assessment

Abstract

Keywords

References

Details

Primary Language

Subjects

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Publication Date

Submission Date

Acceptance Date

Published in Issue

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IZ

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