Abstract
Effective English writing skills are essential for students’ academic, professional, and even personal growth. Particularly, in a country where The English language is used as a second language or co-official language. Because Effective writing is considered as an instrument to measure students’ intellectual ability and academic performance. Anxiety/ apprehension can adversely affect students’ English language writing skills due to several factors. The prime objective of this study was to figure out the extent, types, and sources of writing anxiety in undergrad ESL students. 200 ESL undergrad students were selected as the sample for the research study and two survey questionnaires were adopted as a tool for data collection; SLWAI by Cheng (2004) and CWAI by Razaeaia and Jafari (2014). Data analysis indicated that the extent of writing anxiety in undergrad ESL students was moderate and avoidance anxiety was found to be the leading type of anxiety experienced by ESL students. Moreover, fear of writing tests, lack of topic knowledge, pressure for perfection in written work, and fearing of teachers ‘negative comments and evaluations were found as the main sources of writing anxiety in undergrad ESL students.
Highlights
Effective English writing skills are essential for students’ academic, professional, and even personal growth
4.1 Level of writing anxiety in ESL undergrad students The SLWAI results indicated that most of the participants (79.5%) experienced a moderate level of writing anxiety, 11% of the participants experienced a low level of anxiety, and 9.5% of the expected high level of anxiety
4.2 Types of Writing anxiety SLWAI results indicated that mean of cognitive anxiety (CA) is 17.89, somatic anxiety (SA) is 17.02, and avoidance of Behaviour (AB) is 19.58
Summary
Effective English writing skills are essential for students’ academic, professional, and even personal growth. 1.2 Problem Statement Fareed et al (2021) asserted that the English language is being taught in Pakistani educational institutes from the very beginning level, yet students face challenges to acquire basic language skills as cited in Dar & Khan (2015) and they do not have the requisite writing skills. (Fareed 2009 as mentioned in Fareed et al 2021) These problems cause due lacking competence in syntax, vocabulary, generating ideas, inadequate use of vocabulary, and content knowledge. Writing is perceived as a difficult task whether it is undertaken in one’s first language or second language (Toh & Rahmat 2021)
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