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More often than not, people overlook the impact of inherent apprehension of the writers in approaching a writing task due to the complex nature of the writing process. However, the abundance of studies on writing recently has suggested writing anxiety as one of the influential effective filters in the writing process. Thus, in view of the heavy emphasis of writing element in English modules, this study has been initiated, with the aim to explore the construct from three different aspects, i.e the level of writing anxiety, factors leading to writing anxiety as well as the difficulties faced by students when approaching a writing task in the hope that the findings from this study would help the students to overcome their fears in writing and ultimately promote language learning in the formal educational setting.
Second Language Writing Anxiety
Second language acquisition has been widely explored in the last few decades, resulting in a difficulty to tease out a definite factor contributing to the difficulties in learning the target language. A shift of the recent research focus from educators to learners however unearthed the significance of affective variables in the learning process. Out of which, anxiety had been identified as one of the promising factors which would impede the process of language learning and thus impact on the academic achievement.
Academic writing has long posed a threat to the learners in the academic field. Nonetheless, writing is increasingly gaining its prominence especially at the tertiary level of education due to the social needs that it is expected to satisfy. Therefore, in view of the growing importance of technical writing in polytechnic, educators could not afford even the slightest means of negligence on this matter. The accumulated evidence on writing anxiety has eventually stimulated my interest to do a study on this topic.
Putting aside the command of the language, writing is in reality a very complex process due to the nature of the productive skills involved. Writing could be described as an attempt to translate one’s thoughts into words as the output. A piece of writing is thus more often than not, the end-result of one’s cognition and as a less rewarding activity; writing is heavily dependent on learners’ factors. Therefore, the significance of affective filters cannot be overlooked in exploring the writing process. A review on the literature thus discovered that a lot of research has been conducted on writing anxiety, one of the affective variables identified to have an impact on the writing process (Daly, Vangelisti, & Witte, 1988, as in Daisey, 2009).
As such, this study is interested to explore how this particular affective variable would affect the writing process of the learners so as to come out with any possible solution to rectify the situation. Thus, it is deemed that this study would have a potential implication on the English teaching and learning process in the future.
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