Writing Anxiety as a Predictor of Young Learners’ EFL Writing Performance

Abstract

ABSTRACT: The study explores the correlation between EFL writing anxiety and the writing proficiency of Year 6 students, who represent an older group of young learners. EFL writing anxiety is assessed using Cheng's Second Language Writing Anxiety Inventory. Writing proficiency is evaluated through two standardized, timed, electronic writing tasks in a 5% representative sample. With an R2 value of 28.7, a statistically significant but weak linear relationship between writing anxiety and EFL writing performance is anticipated. The findings indicate that EFL writing anxiety is significantly present among young learners, highlighting the need for educational interventions. Additionally, the study introduces a new, preliminary SLWAI scale consisting of seven factors.