Perfectionism and writing anxiety as predictors of Iranian EFL learners’ performance in IELTS writing module: a multi-dimensional perspective

Abstract

This study aimed to investigate the relationship between Iranian EFL Learners’ perfectionism and writing anxiety and their performance in the IELTS Writing Module. To this end, sixty-eight Iranian EFL learners were selected via convenience sampling. Multidimensional Perfectionism Scale developed and validated by Hewitt and Flett (1991) and Second Language Writing Anxiety Inventory devised by Cheng (2004) were administered to the participants. The participants were then asked to write on an assigned topic from IELTS Writing Task 2. The findings of the study indicated that of the three dimensions of perfectionism (i.e., self-oriented, other-oriented and socially prescribed), none were associated with the learners’ writing performance, while a significant negative relationship was found between the learners’ writing anxiety consisting of somatic anxiety, cognitive anxiety, and avoidance behavior and their writing performance. The results of multiple regression analysis suggested that somatic anxiety, and avoidance behavior were significant predictors of writing performance. The implications highlight the strategies that should be deployed by educational policy-makers, practitioners, and examiners to alleviate anxiety in L2 classrooms, promoting a safe and stress-free educational environment.