Exploring English Writing Anxiety in Chinese High School Students

Research Article
Open access

Exploring English Writing Anxiety in Chinese High School Students

Zhuoran Chen 1* , Jiaqi Guo 2 , Le Kuai 3
  • 1 School of Foreign Languages, East China Normal University, China    
  • 2 Faculty of Arts, The University of Hong Kong, China    
  • 3 School of European and Latin America Studies, Shanghai International Studies University, China    
  • *corresponding author 10184500230@stu.ecnu.edu.cn
LNEP Vol.7
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-915371-39-3
ISBN (Online): 978-1-915371-40-9

Abstract

This paper explores the English writing anxiety among Chinese high school students' about causes and suggestions. Data were collected from 134 Chinese high school students who answered the Foreign Language Writing Anxiety Scale (FLWAS) questionnaire. The FLWAS adopted a 5-point Likert response format. After statistical analysis, main findings were: (1) FLWAS has three main factors including low self-confidence in English writing (FLWAS1), aversion to English writing (FLWAS2) and English writing evaluation anxiety (FLWAS3). (2) Participants in this study were mostly unconfident in English writing and had no preference nor aversion to writing in English and were concerned about the quality of their compositions; (3) No significantly difference was shown between male and female students. This research filles a gap for English writing anxiety in Chinese high schools and can lay a foundation for further studies in this field.

Keywords:

Foreign language, English writing anxiety, Chinese high school students

Chen,Z.;Guo,J.;Kuai,L. (2023). Exploring English Writing Anxiety in Chinese High School Students. Lecture Notes in Education Psychology and Public Media,7,119-125.
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References

[1]. Liu, M., & Ni, H. (2015). Chinese University EFL Learners' Foreign Language Writing Anxiety: Pattern, Effect and Causes. English Language Teaching, 8(3), 46-58.

[2]. Wern, T. C., & Rahmat, N. H. (2021). An Investigative Study on the Types and Causes of ESL Writing Anxiety: A Case Study of Learners from a Chinese Independent Middle School. European Journal of English Language Teaching, 6(3).

[3]. Yao, Q. (2019). Direct and Indirect Feedback: How do They Impact on Secondary School Learners’ Writing Anxiety and How do Learners Perceive Them?. In The Asian Conference on Language Learning 2019, Official Conference Proceedings (pp. 1-12).

[4]. Jennifer, J. M., & Ponniah, R. J. (2017). Investigating the levels, types and causes of second language writing anxiety among Indian freshmen. Journal of Asia TEFL, 14(3), 557.

[5]. Tsai, P. C., & Cheng, Y. S. (2009). The effects of rhetorical task type, English proficiency, and writing anxiety on senior high school students' English writing performance. English Language Teaching Journal, 33(3), 95-131.

[6]. Lee, S. Y. (2001). The relationship of writing apprehension to the revision process and topic preference: A student perspective. In Selected papers from the tenth international symposium on English teaching (pp. 504-516). Crane Taipei, Taiwan.

[7]. Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of second language writing, 13(4), 313-335.

[8]. Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125-132.

[9]. Yan, J. X., & Wang, H. (2012). Second language writing anxiety and translation. The Interpreter and Translator.

[10]. Guo, Y., & Fan, W. (2009). An Empirical Study on Writing Anxiety in the Context of Hierarchical Teaching of Learning English. Journal of Beijing International Studies University (10), 85-90.

[11]. Cheng, Y. S. (2002). Factors associated with foreign language writing anxiety. Foreign language annals, 35(6), 647-656.

[12]. Cocuk, H. E., Yanpar-Yelken, T., & Ozer, O. (2016). The relationship between writing anxiety and writing disposition among secondary school students. Eurasian Journal of Educational Research, 63, 335-352, http://dx.doi.org/10.14689/ejer.2016.63.19.

[13]. Mascle, D. D. (2013). Writing Self-Efficacy and Written Communication Skills. Business Communication Quarterly, 76(2), 216–225. doi:10.1177/1080569913480234.

Cite this article

Chen,Z.;Guo,J.;Kuai,L. (2023). Exploring English Writing Anxiety in Chinese High School Students. Lecture Notes in Education Psychology and Public Media,7,119-125.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

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About volume

Volume title: Proceedings of the International Conference on Interdisciplinary Humanities and Communication Studies (ICIHCS 2022), Part 6

ISBN：978-1-915371-39-3(Print) / 978-1-915371-40-9(Online)
Editor：Muhammad Idrees, Matilde Lafuente-Lechuga
Conference website: https://www.icihcs.org/
Conference date: 18 December 2022
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.7
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. Liu, M., & Ni, H. (2015). Chinese University EFL Learners' Foreign Language Writing Anxiety: Pattern, Effect and Causes. English Language Teaching, 8(3), 46-58.

[2]. Wern, T. C., & Rahmat, N. H. (2021). An Investigative Study on the Types and Causes of ESL Writing Anxiety: A Case Study of Learners from a Chinese Independent Middle School. European Journal of English Language Teaching, 6(3).

[3]. Yao, Q. (2019). Direct and Indirect Feedback: How do They Impact on Secondary School Learners’ Writing Anxiety and How do Learners Perceive Them?. In The Asian Conference on Language Learning 2019, Official Conference Proceedings (pp. 1-12).

[4]. Jennifer, J. M., & Ponniah, R. J. (2017). Investigating the levels, types and causes of second language writing anxiety among Indian freshmen. Journal of Asia TEFL, 14(3), 557.

[5]. Tsai, P. C., & Cheng, Y. S. (2009). The effects of rhetorical task type, English proficiency, and writing anxiety on senior high school students' English writing performance. English Language Teaching Journal, 33(3), 95-131.

[6]. Lee, S. Y. (2001). The relationship of writing apprehension to the revision process and topic preference: A student perspective. In Selected papers from the tenth international symposium on English teaching (pp. 504-516). Crane Taipei, Taiwan.

[7]. Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of second language writing, 13(4), 313-335.

[8]. Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125-132.

[9]. Yan, J. X., & Wang, H. (2012). Second language writing anxiety and translation. The Interpreter and Translator.

[10]. Guo, Y., & Fan, W. (2009). An Empirical Study on Writing Anxiety in the Context of Hierarchical Teaching of Learning English. Journal of Beijing International Studies University (10), 85-90.

[11]. Cheng, Y. S. (2002). Factors associated with foreign language writing anxiety. Foreign language annals, 35(6), 647-656.

[12]. Cocuk, H. E., Yanpar-Yelken, T., & Ozer, O. (2016). The relationship between writing anxiety and writing disposition among secondary school students. Eurasian Journal of Educational Research, 63, 335-352, http://dx.doi.org/10.14689/ejer.2016.63.19.

[13]. Mascle, D. D. (2013). Writing Self-Efficacy and Written Communication Skills. Business Communication Quarterly, 76(2), 216–225. doi:10.1177/1080569913480234.

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