Academic Procrastination in Performing EFL Writings and their Causes

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

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.