L2 Writing Anxiety and Its Relationships to Learner Variables, Performances, and Perceptions
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This study investigated the relationship between L2 writing anxiety and various factors, such as L1 writing anxiety, gender, and writing performance. Forty-six Korean high school students (21 males and 25 females) learning English as an L2 completed Daly and Miller’s (1975) Writing Apprehension Test (WAT) on both their L1 and L2 and then wrote a one-paragraph argumentative essay. Semi-structured interviews were also conducted to explore their perceptions of L1 and L2 anxiety. Statistical analyses—including correlations, t-tests, and linear regression—revealed that (1) L1 and L2 writing anxiety were significantly correlated, (2) no statistically significant gender differences were found in L2 writing anxiety, and (3) L2 writing anxiety negatively affected fluency, complexity, and overall scores, but not accuracy. The interviews identified several major themes regarding L2 writing anxiety: transfer of L1 writing anxiety to L2, reluctance to share writing with others, fear of evaluation, and possible underlying reasons. These findings highlight the need for effective instructional strategies, such as free writing and portfolios, to reduce L2 writing anxiety and improve writing performance.
Abstract
This study investigated the relationship between L2 writing anxiety and various factors, such as L1 writing anxiety, gender, and writing performance. Forty-six Korean high school students (21 males and 25 females) learning English as an L2 completed Daly and Miller’s (1975) Writing Apprehension Test (WAT) on both their L1 and L2 and then wrote a one-paragraph argumentative essay. Semi-structured interviews were also conducted to explore their perceptions of L1 and L2 anxiety. Statistical analyses—including correlations, t-tests, and linear regression—revealed that (1) L1 and L2 writing anxiety were significantly correlated, (2) no statistically significant gender differences were found in L2 writing anxiety, and (3) L2 writing anxiety negatively affected fluency, complexity, and overall scores, but not accuracy. The interviews identified several major themes regarding L2 writing anxiety: transfer of L1 writing anxiety to L2, reluctance to share writing with others, fear of evaluation, and possible underlying reasons. These findings highlight the need for effective instructional strategies, such as free writing and portfolios, to reduce L2 writing anxiety and improve writing performance.