Journal of Pedagogical Sociology and Psychology
Barriers to engagement: Exploring avoidance strategies in EFL writing classes
Ramazan Zengin 1, Enez Ozkan Demirci 1 *
More Detail
1 Istanbul Aydin University, Istanbul, Türkiye
* Corresponding Author
Open Access Full Text (PDF)
ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, Online First, pp. -
https://doi.org/10.33902/JPSP.202647462

Article Type: Research Article

Published Online: 22 Jul 2026

Views: 3 | Downloads: 1

ABSTRACT
This study examined EFL students’ academic avoidance in English writing classes through an explanatory sequential mixed-method design. Quantitative data were collected from 358 students using the Avoidance Strategies Scale and the English Writing Motivation Scale. Subsequently, 32 students were selected through criterion sampling for semi-structured interviews to explain the quantitative findings. Of the 358 students, 216 (60.34%) exhibited moderate avoidance, 122 (34.08%) low avoidance, and 20 (5.59%) high avoidance. Avoidance was highest for novelty-related tasks and lowest for help-seeking. No significant gender differences were identified. However, class-level differences were found for help-seeking avoidance, avoidance of effort and challenges, and overall avoidance, with B1 students reporting the highest levels in the significant comparisons. Intrinsic motivation was negatively related to academic avoidance, whereas extrinsic motivation and amotivation were positively related; amotivation showed the strongest associations. The qualitative coding yielded 10 instances of active participation or task completion and 35 instances of difficulty in completing assignments. Help-seeking behaviours were coded as peer or teacher support (f = 19), technology-mediated support (f = 32), and self-reliance or independent learning (f = 6). These frequencies refer to coded responses rather than mutually exclusive participant counts, as individual responses could be assigned to more than one category. Additional barriers reported by the participants included lack of interest, fear of failure, low self-confidence, difficulties with time management, unclear task requirements, shyness, fear of negative feedback, peer influence, and language-related challenges. Overall, the findings underscore the importance of providing clear task instructions, accessible and supportive teacher guidance, and motivationally responsive writing instruction in EFL classrooms.
KEYWORDS
academic avoidance classroom dynamics EFL writing help-seeking behavior student engagement writing anxiety
In-text citation: (Zengin & Demirci, 2026)
Reference: Zengin, R., & Demirci, E. O. (2026). Barriers to engagement: Exploring avoidance strategies in EFL writing classes. Journal of Pedagogical Sociology and Psychology. https://doi.org/10.33902/JPSP.202647462
In-text citation: (1), (2), (3), etc.
Reference: Zengin R, Demirci EO. Barriers to engagement: Exploring avoidance strategies in EFL writing classes. Journal of Pedagogical Sociology and Psychology. 2026. https://doi.org/10.33902/JPSP.202647462
In-text citation: (1), (2), (3), etc.
Reference: Zengin R, Demirci EO. Barriers to engagement: Exploring avoidance strategies in EFL writing classes. Journal of Pedagogical Sociology and Psychology. 2026. https://doi.org/10.33902/JPSP.202647462
In-text citation: (Zengin and Demirci, 2026)
Reference: Zengin, Ramazan, and Enez Ozkan Demirci. "Barriers to engagement: Exploring avoidance strategies in EFL writing classes". Journal of Pedagogical Sociology and Psychology (2026). https://doi.org/10.33902/JPSP.202647462
In-text citation: (Zengin and Demirci, 2026)
Reference: Zengin, R., and Demirci, E. O. (2026). Barriers to engagement: Exploring avoidance strategies in EFL writing classes. Journal of Pedagogical Sociology and Psychology. https://doi.org/10.33902/JPSP.202647462
In-text citation: (Zengin and Demirci, 2026)
Reference: Zengin, Ramazan et al. "Barriers to engagement: Exploring avoidance strategies in EFL writing classes". Journal of Pedagogical Sociology and Psychology, 2026. https://doi.org/10.33902/JPSP.202647462
REFERENCES
  • Aguirre Velasco, A., Silva Santa Cruz, I., Billings, J., Jimenez, M., & Rowe, S. (2025). What are the barriers, facilitators and interventions targeting help-seeking behaviours for common mental health problems in adolescents? A systematic review. Focus, 23(1), 98–118. https://doi.org/10.1176/appi.focus.25023003
  • Al-Hoorie, A. H., & Szabó, C. (Eds.). (2022). Researching language learning motivation: A concise guide. Bloomsbury.
  • Almeda, M. V. Q., Baker, R. S., & Corbett, A. T. (2017). Help avoidance: When students should seek help, and the consequences of failing to do so. Teachers College Record, 119(3), 1–24. https://doi.org/10.1177/016146811711900303
  • Arrafii, M., Sumarsono, D., & Suadiyatno, T. (2025). Self-regulated learning strategies in distance education: Insights from Indonesia. Journal of Pedagogical Sociology and Psychology, 7(4), 160–173. https://doi.org/10.33902/jpsp.202534897
  • Banguit, V. A. R., Cascajo, M., Maglucot, M. M., & Ngo, C. G. A. (2026). Why I failed: The truths behind student self-handicapping. European Journal of Education Studies, 13(2), 6493. https://doi.org/10.46827/ejes.v13i2.6493
  • Betoret, F. D., & Artiga, A. G. (2011). The relationship among student psychological need satisfaction, approaches to learning, reporting of avoidance strategies and achievement. Electronic Journal of Research in Educational Psychology, 9(2), 2–36. https://doi.org/10.25115/ejrep.v9i24.1445
  • Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417–444. https://doi.org/10.1146/annurev-psych-113011-143823
  • Brown, D., Barry, J. A., & Todd, B. K. (2021). Barriers to academic help-seeking: The relationship with gender-typed attitudes. Journal of Further and Higher Education, 45(3), 401–416. https://doi.org/10.1080/0309877X.2020.1774049
  • Çebi, E., & Demir, A. (2019). Help-seeking attitudes of university students in Turkey. International Journal for the Advancement of Counselling, 42(1), 37–47. https://doi.org/10.1007/s10447-019-09385-7
  • Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. Cambridge University Press.
  • Creswell, J. W. (2022). A concise introduction to mixed methods research (2nd ed.). Sage.
  • Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage.
  • Daniels, L. M., Goegan, L. D., & Parker, P. C. (2021). The impact of COVID-19 on the academic experiences of students: A rapid review. Education and Information Technologies, 26(6), 7115–7135. https://doi.org/10.1007/s10639-021-10593-9
  • Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
  • Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49(3), 182–185. https://doi.org/10.1037/a0012801
  • Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-143750
  • Downing, V. R., Cooper, K. M., Cala, J. M., Gin, L. E., & Brownell, S. E. (2020). Fear of negative evaluation and student anxiety in community college active-learning science courses. CBE—Life Sciences Education, 19(2), ar20. https://doi.org/10.1187/cbe.19-09-0186
  • Earl, S. R., Taylor, I. M., Meijen, C., & Passfield, L. (2017). Autonomy and competence frustration in young adolescent classrooms: Different associations with active and passive disengagement. Learning and Instruction, 49, 32–40. https://doi.org/10.1016/j.learninstruc.2016.12.001
  • Eriksen Bergstrand, A. M., & Xenofontos, C. (2026). Adapting mathematics teaching for pupils with learning difficulties: Norwegian teachers’ experiences. Journal of Pedagogical Research, 10(1), 1–17. https://doi.org/10.33902/JPR.202638721
  • Fairlamb, S., Papadopoulou, H., & Bourne, V. J. (2022). Reach for the STARS? The role of academic contingent self-worth in statistics anxiety and learning. Learning and Motivation, 78, 101815. https://doi.org/10.1016/j.lmot.2022.101815
  • Farooqi, S.-U.-H. (2024). Motivational implications of the word-count tracking strategy for improving writing fluency: A study of Saudi undergraduate EFL learners. Journal of Pedagogical Research, 8(4), 332–358. https://doi.org/10.33902/JPR.202427396
  • Ferrari, J. R., Johnson, J. L., McCown, W. G., Flett, G. L., Blankstein, K. R., & Martin, T. R. (1995). Procrastination, negative self-evaluation, and stress in depression and anxiety: A review and preliminary model. In J. R. Ferrari, J. L. Johnson, & W. G. McCown (Eds.), Procrastination and task avoidance: Theory, research, and treatment (pp. 137–167). Springer.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
  • Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331–362. https://doi.org/10.1002/job.322
  • Gonida, E. N., Karabenick, S. A., Stamovlasis, D., Metallidou, P., & the CTY Greece. (2019). Help seeking as a self-regulated learning strategy and achievement goals: The case of academically talented adolescents. High Ability Studies, 30(1–2), 147–166. https://doi.org/10.1080/13598139.2018.1535244
  • Hardinugraha, L., & Zulkaida, A. (2021). The effect of self-stigma and perceived social support on help-seeking on students. International Journal of Research Publications, 90(1). https://doi.org/10.47119/ijrp1009011220212556
  • Hofmann, S. G., & Hay, A. C. (2018). Rethinking avoidance: Toward a balanced approach to avoidance in treating anxiety disorders. Journal of Anxiety Disorders, 55, 14–21. https://doi.org/10.1016/j.janxdis.2018.03.004
  • Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112–126. https://doi.org/10.1017/S0267190501000071
  • Howard, J. L., Bureau, J. S., Guay, F., Chong, J. X. Y., & Ryan, R. M. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300–1323. https://doi.org/10.1177/1745691620966789
  • Johansen, M. O., Eliassen, S., & Jeno, L. M. (2025). Autonomy need satisfaction and frustration during a learning session affect perceived value, interest, and vitality among higher education students. Scandinavian Journal of Educational Research, 69(4), 757–771. https://doi.org/10.1080/00313831.2024.2348457
  • Kahveci, H. (2023). The positive and negative effects of teacher attitudes and behaviors on student progress. Journal of Pedagogical Research, 7(1), 290–306. https://doi.org/10.33902/JPR.202319128
  • Karabenick, S. A., & Dembo, M. H. (2011). Understanding and facilitating self-regulated help-seeking. New Directions for Teaching and Learning, 126, 33–43. https://doi.org/10.1002/tl.442
  • Karabenick, S. A., & Knapp, J. R. (1991). Relationship of academic help-seeking to the use of learning strategies and other instrumental achievement behavior in college students. Journal of Educational Psychology, 83(2), 221–230. https://doi.org/10.1037/0022-0663.83.2.221
  • Karabenick, S. A., & Newman, R. S. (2006). Help-seeking in academic settings: Goals, groups, and contexts. In S. A. Karabenick & R. S. Newman (Eds.), Help-seeking in academic settings: Goals, groups, and contexts (pp. 3–19). Routledge.
  • Karafil, B. (2022). The effect of online scenario-based learning on english writing skill, English writing motivation and self-efficacy beliefs of university students (Publication no. 751893) [Doctoral dissertation, Gazi University]. Council of Higher Education Thesis Center.
  • Kaşkaya, A., & Ateş, Ş. (2025). The effect of artificial intelligence-supported visualization applications on students’ writing disposition in the creative writing process. Journal of Pedagogical Research, 9(2), 5–21. https://doi.org/10.33902/JPR.202531916
  • Köksoy, A. M., & Kutluer, M. U. (2023). Motivation to teach as a predictor of resilience and appreciation: An examination in terms of self-determination theory. South African Journal of Education, 43(2), 2083. https://doi.org/10.15700/saje.v43n2a2083
  • Kösterioğlu, İ., Çelen, Ü., Kösterioğlu, M. A., & Ahıska, R. (2019). Success purpose tendencies of high school students. Journal of Human Sciences, 16(2), 662–678. https://doi.org/10.14687/jhs.v16i2.5603
  • Koutra, K., Pantelaiou, V., & Mavroeides, G. (2024). Breaking barriers: unraveling the connection between mental health literacy, attitudes towards mental illness, and self-stigma of psychological help-seeking in university students. Psychology International, 6(2), 590–602. https://doi.org/10.3390/psycholint6020035
  • Li, R. (2022). Understanding foreign language writing anxiety and its correlates. Frontiers in Psychology, 13, Article 1031514. https://doi.org/10.3389/fpsyg.2022.1031514
  • Lobo, J. (2025). The mediating effect of self-efficacy on perceived teacher autonomy support and deep learning in physical education. Journal of Pedagogical Research, 9(4), 1–18. https://doi.org/10.33902/JPR.202535249
  • Malkoc, S., Macher, D., Hasenhütl, S., & Paechter, M. (2023). Good performance in difficult times? Threat and challenge as contributors to achievement emotions and academic performance during the COVID-19 outbreak. Frontiers in Psychology, 14, 1264860. https://doi.org/10.3389/fpsyg.2023.1264860
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage.
  • Mori, S. (2000). Addressing the mental health concerns of international students. Journal of Counseling & Development, 78(2), 137–144. https://doi.org/10.1002/j.1556-6676.2000.tb02571.x
  • Newman, R. S. (2002). How self-regulated learners cope with academic difficulty: The role of adaptive help-seeking. Theory Into Practice, 41(2), 132–138. https://doi.org/10.1207/s15430421tip4102_10
  • Nurmi, J.-E., Aunola, K., Salmela-Aro, K., & Lindroos, M. (2003). The role of success expectation and task avoidance in academic performance and satisfaction: Three studies on antecedents, consequences and correlates. Contemporary Educational Psychology, 28(1), 59–90. https://doi.org/10.1016/S0361-476X(02)00014-0
  • Okumura, S. (2026). Video creation in technology-mediated task-based language teaching: A study in Japanese elementary classrooms. International Journal of Didactical Studies, 7(2), Article e36929. https://doi.org/10.33902/ijods.202636929
  • Pajares, F., & Valiante, G. (2001). Gender differences in writing motivation and achievement of middle school students: A function of gender orientation? Contemporary Educational Psychology, 26(3), 366–381. https://doi.org/10.1006/ceps.2000.1069
  • Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Sage.
  • Patzelt, E. H., Kool, W., Millner, A. J., & Gershman, S. J. (2019). The transdiagnostic structure of mental effort avoidance. Scientific Reports, 9(1), 1689. https://doi.org/10.1038/s41598-018-37802-1
  • Putwain, D. W., Symes, W., & Remedios, R. (2016). The impact of fear appeals on subjective task value and academic self-efficacy: The role of appraisal. Learning and Individual Differences, 51, 307–313. https://doi.org/10.1016/j.lindif.2016.08.042
  • Rao, K. A. (2025). Cultural differences in psychological help-seeking attitudes among Asian and non-Asian university students in Malaysia. International Journal of Research and Innovation in Social Science, 9(4), 3510–3522. https://doi.org/10.47772/ijriss.2025.90400256
  • Rao, Z. (2002). Chinese students' perceptions of communicative and non-communicative activities in EFL classroom. System, 30(1), 85–105. https://doi.org/10.1016/S0346-251X(01)00050-1
  • Ruihua, L., Che Hassan, N., & Saharuddin, N. (2025). Understanding academic help-seeking among first-generation college students: A phenomenological approach. Humanities and Social Sciences Communications, 12, 56. https://doi.org/10.1057/s41599-024-04165-0
  • Ryan, A. M., & Pintrich, P. R. (1997). Should I ask for help? The role of motivation and attitudes in adolescents' help-seeking in math class. Journal of Educational Psychology, 89(2), 329–341. https://doi.org/10.1037/0022-0663.89.2.329
  • Ryan, A. M., Gheen, M. H., & Midgley, C. (1998). Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social-emotional role, and the classroom goal structure. Journal of Educational Psychology, 90(3), 528–535. https://doi.org/10.1037/0022-0663.90.3.528
  • Ryan, A. M., Pintrich, P. R., & Midgley, C. (2001). Avoiding seeking help in the classroom: Who and why? Educational Psychology Review, 13(2), 93–114. https://doi.org/10.1023/A:1009011220212
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020
  • Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
  • Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. https://doi.org/10.1016/j.cedpsych.2019.101832
  • Schwinger, M., Trautner, M., Pütz, N., Fabianek, S., Lemmer, G., Lauermann, F., & Wirthwein, L. (2022). Why do students use strategies that hurt their chances of academic success? A meta-analysis of antecedents of academic self-handicapping. Journal of Educational Psychology, 114(3), 576–596. https://doi.org/10.1037/edu0000706
  • Seamark, D., & Gabriel, L. (2018). Barriers to support: A qualitative exploration into the help-seeking and avoidance factors of young adults. British Journal of Guidance & Counselling, 46(1), 120–131. https://doi.org/10.1080/03069885.2016.1213372
  • Shang, Y., & Ma, L. (2024). Classroom anxiety, learning motivation, and English achievement of Chinese college students: The mediating role of self-efficacy. Acta Psychologica, 251, 104550. https://doi.org/10.1016/j.actpsy.2024.104550
  • Simonsen, B., & Sugai, G. (2019). School-wide positive behavioral interventions and supports: A systems-level application of behavioral principles. In S. G. Little & A. Akin-Little (Eds.), Behavioral interventions in schools: Evidence-based positive strategies (2nd ed., pp. 35–60). American Psychological Association. https://doi.org/10.1037/0000126-003
  • Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65–94. https://doi.org/10.1037/0033-2909.133.1.65
  • Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31(2), 261–292. https://doi.org/10.1007/s10648-019-09465-5
  • Sya, M. F., Amir, F. R., & RG, Z. F. (2025). Students' perspective on English language skills: Challenges and external factors. International Journal of Language Education, 9(4), 874–891. https://doi.org/10.26858/ijole.v1i2.82107
  • Thomas, C. L., & Tagler, M. J. (2019). Predicting academic help-seeking intentions using the reasoned action model. Frontiers in Education, 4, 59. https://doi.org/10.3389/feduc.2019.00059
  • Tuncel, İ., & Ayvaz-Tuncel, Z. (2024). The mediating role of attention control dimension of self-regulation in the relationship between academic self-efficacy and academic goal orientation. Journal of Pedagogical Research, 8(4), 281–300. https://doi.org/10.33902/JPR.202430120
  • Turner, J. C., Midgley, C., Meyer, D. K., Gheen, M., Anderman, E. M., Kang, Y., & Patrick, H. (2002). The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study. Journal of Educational Psychology, 94(1), 88–106. https://doi.org/10.1037/0022-0663.94.1.88
  • Vallerand, R. J., & Ratelle, C. F. (2002). Intrinsic and extrinsic motivation: A hierarchical model. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 37–63). University of Rochester Press.
  • Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K., & Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of Educational Psychology, 101(3), 671–688. https://doi.org/10.1037/a0015083
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Waked, A., El Alaoui, K., & Pilotti, M. A. (2023). Second-language writing anxiety and its correlates: A challenge to sustainable education in a post-pandemic world. Cogent Education, 10(2), Article 2280309. https://doi.org/10.1080/2331186X.2023.2280309
  • Waluyo, B., & Tuan, D. T. (2021). Understanding help-seeking avoidance among EFL students and the social climate of EFL classrooms in Thailand. Journal of Asia TEFL, 18(3), 800–815. https://doi.org/10.18823/asiatefl.2021.18.3.4.800
  • Wang, Y., Tian, J., & Yang, Q. (2024). Experiential avoidance process model: A review of the mechanism for the generation and maintenance of avoidance behavior. Psychiatry and Clinical Psychopharmacology, 34(2), 179–190. https://doi.org/10.5152/pcp.2024.23777
  • Williams, J. D., & Takaku, S. (2011). Help-seeking, self-efficacy, and writing performance among college students. Journal of Writing Research, 3(1), 1–18. https://doi.org/10.17239/jowr-2011.03.01.1
  • Yang, D., Chen, P., Wang, H., Wang, K., & Huang, R. (2022). Teachers' autonomy support and student engagement: A systematic literature review of longitudinal studies. Frontiers in Psychology, 13, 925955. https://doi.org/10.3389/fpsyg.2022.925955
  • Yeşilyurt, S. (2008). Motivational patterns and achievement in EFL writing courses: An investigation from a self-determination theory perspective. Journal of Kazım Karabekir Education Faculty, 18, 135–154. https://izlik.org/JA26TB79DU
  • Yıldız, M., & Eldeleklioğlu, J. (2024). Relations between perceived social support, attachment and kindness in high school students. Journal of Pedagogical Research, 8(1), 120–142. https://doi.org/10.33902/JPR.202425168
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
  • Zuna, N., & McDougall, D. (2004). Using positive behavioral support to manage avoidance of academic tasks. Teaching Exceptional Children, 37(1), 18–24. https://doi.org/10.1177/004005990403700102
LICENSE
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.