A study on ESL writing anxiety among Chinese English majors : Causes, effects and coping strategies for ESL writing anxiety

Abstract

The aim of this study was to measure the level of ESL writing anxiety experienced by Chinese English majors. The effects of ESL writing anxiety on English writing performance, the students’ perception of the main causes of ESL writing anxiety and their learning style preferences in ESL writing class were also examined, which provided pedagogical implications of successful learning and teaching strategies for reducing ESL writing anxiety. This study was based on quantitative research and three questionnaires were used to collect data. The results of the SLWAI showed that there is a high level of ESL writing anxiety among Chinese English majors, and the Cognitive Anxiety is the most common type of ESL writing anxiety. The differences in the level of English writing anxiety between the groups of freshmen and sophomores reached the level of statistical significance. The sophomores were found to suffer significantly higher levels of English writing anxiety than the freshmen. Correlation analysis results suggested a negative relationship between measure of ESL writing anxiety and measures of writing performance (course grade and timed writing grade). An in-depth analysis of the causes of ESL writing anxiety revealed that linguistic difficulties, insufficient writing practice, fear of tests (TEM), lack of topical knowledge and low self-confidence in writing performance constitute the main sources of ESL writing anxiety experienced by Chinese English majors. Furthermore, suggestions on learning and teaching strategies for reducing ESL writing anxiety were provided on the basis of the acknowledge of sources of ESL writing anxiety and students’ learning style preferences in ESL writing class.

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