The purpose of this study is to highlight the causes that lead students to procrastinate, to see how these causes affect students’ writing, and to seek how can we find ways to limit its negative impact so students can have better achievement on their written tasks. The aims of the study at first is to demonstrate the effective strategies of writing so the students can follow and solve the problems they face during the writing process. Then, highlighting the importance of both time management and self-regulation in improving the writing skills. In other words, the aim is to show that students who manage their time and succeed in being self-regulated are going to reach higher levels of academic achievement. Lastly, we aim to suggest some tips and recommendation about overcoming the academic procrastination by showcasing the impact of time management which can help our students to reduce their procrastination habits.
The target subjects are Master 2 students at the department of English at Ibn Khaldoun University of Tiaret. To reach this aim, this investigation is based on a relevant literature and on data collected through a mixed methodology based on both quantitative and qualitative methods.
The quantitative method is presented as email questionnaire and the qualitative consisted of an email interview.
Table of Contents
General introduction
I. Sources of Inspiration
II. Statement of the Problem and Research Questions
III. Hypothesis
IV. Aims of the Study
V. Methodology
VI. Significance of the Study
VII. The Organisation of the Work
Chapter one
A Brief Overview about Academic Procrastination in EFL Writing.
1.1 Introduction
Section 01: Introducing Procrastination
1.1.1. Definition of Procrastination
1.1.2. Types of Procrastinators
1.1.3. Main Theories of Procrastination
1.1.3.1. Natural Instinct Theories
1.1.3.2. Behaviouristic Theories
1.1.3.3. Cognitive Theories
1.1.3.4. Personality Traits
1.1.3.5. Time Management Theories
Section 02: Theoretical Background on Academic procrastination and EFL Writing.
1.2.1. Definition of Academic Procrastination
1.2.2. Characteristics of Academic Procrastination
1.2.2.1. Psychological Beliefs About Abilities
1.2.2.2. Distraction
1.2.2.3. Social Factors
1.2.2.4. Laziness
1.2.2.5. Lack of Personal Passion
1.2.2.6. Lack of Time Management Skills
1.2.3. Academic Procrastination and Writing in EFL
1.2.3.1. Writing in EFL
1.2.3.2. The Writing Process in EFL
Section 03: Causes of Academic Procrastination
1.3.1. Causes of Academic Procrastination
1.3.1.1. Anxiety
1.3.1.2. Time Management
1.3.1.2.1. The Effects of Poor Time Management
1.3.1.3. Self-Regulation and Academic Procrastination
1.3.1.3.1. Self-Regulated Learning
1.3.1.3.2. Self-regulation in the Writing Process
1.3.1.3.3. Self-Regulation Failure
1.5.Conclusion
Chapter Two
METHODOLOGY, RESULTS AND SUGGESTIONS
2.1. Introduction
Section One: Description of the Study
2.1. Research Design and Methods
2.2. Students’ Profile
2.3. Teachers’ Profile
Section Two: Results and Discussion
2.2.1. E-mail Questionnaire Results
2.2.1.1. Discussion of the Questionnaire Findings
2.2.2. E-mail Interview Results
2.2.2.1. Discussion of the Interview Results
Section 03: Limitations, Implications and Suggestions for Future Research
2.3.1. Limitations of the Study
2.3.2. Implications
2.3.3. Suggestions for Further Research
2.3.4. Recommendations
1.5. Conclusion
Research Objectives and Themes
The primary aim of this study is to investigate the causes underlying academic procrastination among Master 2 students at the English Department of Ibn Khaldoun University of Tiaret when performing EFL writing tasks. The research focuses on identifying whether anxiety, poor time management, and self-regulation failure contribute to this procrastination and examines the impact of these factors on student writing performance.
- Academic procrastination as a prevalent behavioral phenomenon in EFL writing.
- The influence of anxiety, fear of failure, and perfectionism on writing performance.
- The critical role of time management strategies and planning in academic success.
- The relationship between self-regulated learning and student ability to manage writing tasks.
- Empirical evaluation of student and teacher perceptions regarding these challenges.
Excerpt from the Book
1.2.3.1. Writing in EFL
Students who acknowledge the importance of writing and work to develop effective writing skills will have a better chance to elevate themselves and perform well in the academic field. (Alexander, 2008) stresses that strong writing skills may enhance students' chances for success. Also, Suleiman (2000) tells that writing is an essential factor of language. However, effective writing requires huge efforts from students; To be effective in communicating their message, writers need to be selective in their choices and use of language, form and function, with an awareness of the impact they wish to create and how they might do this (Davis, 2013; Ministry of Education, 1992; 2006). Clearly, writing is a complex, challenging process requiring learners to manage an array of cognitive, metacognitive, linguistic, and behavioral strategies within a social context (Harris et al., 2011; Myhill & Fisher, 2010).
There are plenty definitions about writing, but it can be defined differently according to different point of views. In this research work, writing is defined from the process approach which sees language as a personal process that includes two crucial skills: creativity and critical thinking (Elbow, 2000: 7). Silva (1990) mentioned that in L2 writing, the individual engages in the discovery and expression of meaning. Which means that students are totally free to think and express their ideas. Writing is a process of exploring and making meaning (Zamel, 1983). She argued that ideas and thoughts are discovered, classified and developed through the act of writing and then as this process carries on, new ideas and thoughts suggest themselves and become integrated into the developing pattern of thought (as cited in Ferjani, 2010: 9). To a better understanding, writing is not just emerging words and sentences to formulate a proper text, but it involves students’ reflection. In other words, the most important element is how the student translate his abstract thoughts into a meaningful written text regarding the importance of grammar and the mechanics of writing.
Summary of Chapters
A Brief Overview about Academic Procrastination in EFL Writing: This chapter provides a theoretical foundation by defining procrastination, its types, and relevant psychological theories, while establishing the connection between academic procrastination and the specific challenges of EFL writing.
METHODOLOGY, RESULTS AND SUGGESTIONS: This practical section details the research design and data collection methods—specifically email questionnaires and interviews—and presents an analysis of the findings regarding student procrastination habits, followed by recommendations for pedagogical improvements.
Keywords
Procrastination, Academic procrastination, EFL writing, Writing process, Anxiety, Poor time management, Lack of self-regulation, Self-regulated learning, Perfectionism, Fear of failure, Writing apprehension, Student achievement, Academic performance, Writing strategies, Behavioral science.
Frequently Asked Questions
What is the core focus of this research paper?
The research is primarily concerned with identifying the root causes of academic procrastination among Master 2 students at the English Department of Ibn Khaldoun University of Tiaret, specifically in the context of EFL writing assignments.
Which key variables are analyzed in relation to procrastination?
The study centers its analysis on three primary variables: anxiety, poor time management, and lack of self-regulation, exploring how these factors influence students' ability to complete writing tasks.
What is the central research question addressed by the author?
The main questions are: What causes students to procrastinate in their writing? To what extent do these causes affect their academic performance? And how can the negative impact of these factors be reduced?
Which methodology did the author employ for this study?
The researcher utilized a mixed methodology approach, combining quantitative data collected through an email questionnaire for students and qualitative data obtained through an email interview with five teachers.
What does the literature review encompass?
The literature review covers the definitions and theories of procrastination, the psychological traits associated with it (such as anxiety and perfectionism), and the technical aspects of the EFL writing process.
Which keywords characterize this academic work?
Key terms include procrastination, EFL writing, anxiety, time management, self-regulation, and writing process, reflecting the study's interdisciplinary focus on psychology and education.
How does anxiety specifically impact EFL writing for these students?
The study suggests that anxiety acts as a "debilitative" factor that overwhelms students, leading them to avoid or delay writing tasks as a defense mechanism to handle the fear of failure.
What do the interview findings reveal about teacher perspectives?
Teachers confirmed that procrastination is a significant issue linked to a lack of writing proficiency and planning skills, noting that students often struggle to apply the fundamental stages of the writing process.
- Arbeit zitieren
- Oualid Bouhaous (Autor:in), 2019, Academic Procrastination in Performing EFL Writings and their Causes, München, GRIN Verlag, https://www.grin.com/document/1036025
