Background and Purpose: Past studies have reported negative correlation between second language writing anxiety (henceforth, as SLWA) and writing performance but little information is available on the underlying mechanism. Therefore, the study aimed to improve understanding on how and why SLWA could influence writing performance as the connection appears stronger in L2 settings. Thus, this paper describes how SLWA may manifest in master’s level dissertation writing. Methodology: In this multiple-case study, four Malaysian postgraduate students were selected as participants using purposeful sampling and the data was obtained through a combination of in-depth interviews, personal document analysis, audio journals, and supporting instruments (i.e., academic reading survey and Foreign Language Reading Anxiety Scale). Findings: The thematic data analysis revealed the following themes: 1) students’ perceived sources of SLWA are their present reasonings; 2) L2 dissertation writing has contextual significance on SLWA when students are reviewing existing literature, conceptualizing research, and writing; and 3) performance appraisal, self-perception, and cognitive dissonance link SLWA to writing performance. Contributions: Hence, this paper promotes greater understanding of SLWA as a way to inform efforts to improve students’ performance and motivation in dissertation writing. The paper also highlights important pedagogical, practical, and methodological implications. Keywords: Second language writing anxiety, master’s level dissertation writing, ESL context, dissertation writing issues, multiple-case study. Cite as: Wan Osman, W. S., Senom, F., & Sharatol Ahmad Shah, S. (2024). Exploring the manifestations of second language writing anxiety in master’s level dissertation writing: A multiple-case study. Journal of Nusantara Studies, 9(2), 57-79. http://dx.doi.org/10.24200/jonus.vol9iss2pp57-79
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