2026· International journal of research and innovation in social science· Vol 10, pp. 11899-11920· 0 citations
Abstract
Writing anxiety has become a common challenge among learners in higher education, particularly in academic writing tasks that require critical thinking, language accuracy, and effective communication. The use of appropriate writing strategies is believed to help learners manage writing difficulties and reduce anxiety during the writing process. Therefore, this study investigates the influence of writing strategies on different types of writing anxiety among tertiary learners. Specifically, the study examines the relationship between writing strategies and writing anxiety across gender, course of study, and SPM CEFR level, as well as learners’ perceptions of writing strategies, cognitive anxiety, somatic anxiety, and avoidance behaviour. This quantitative study employed a survey design involving 331 participants from various courses of study at a higher learning institution. The instrument consisted of a 5-point Likert-scale questionnaire adapted from Cheng (2004) and Raoofi et al. (2017), comprising 44 items divided into sections on writing anxiety and writing strategies. Data were analysed using SPSS through descriptive, inferential, and correlational analyses. The findings revealed significant differences in writing strategies across gender and significant differences in writing anxiety across the course of study. However, no significant differences were found across SPM CEFR levels. Correlation analysis further indicated a weak but significant negative relationship between writing strategies and both cognitive and somatic anxiety, suggesting that the increased use of writing strategies may help reduce learners’ anxiety in writing. The study also showed that learners generally demonstrated positive perceptions towards the use of metacognitive, cognitive, social, affective, and effort regulation strategies in writing. The findings imply that writing instructors should integrate effective writing strategies into classroom practices to help learners manage writing anxiety and improve their writing performance. Future studies may further explore other factors influencing writing anxiety using different contexts and research approaches.
Writing remains one of the most challenging skills for many English as a Second Language (ESL) learners, especially in higher education settings. This study examined university ESL learners’ perceptions of writing self-efficacy, writing motivation, and writing strategies, as well as the relationships among these variables across gender, faculty, and SPM English achievement. A quantitative survey design was employed involving 318 university students from different faculties in a Malaysian public university. Data were analysed using descriptive statistics, Pearson correlation, independent samples t-test, and one-way ANOVA. The findings revealed that students generally demonstrated positive perceptions towards writing self-efficacy, writing motivation, and writing strategy use. Students appeared more confident when given sufficient time to complete writing tasks and frequently relied on revising, editing, peer support, and self-encouragement during the writing process. Strong positive relationships were also found between self-efficacy, writing motivation, and writing strategies. In addition, no significant differences were found across gender and faculty. However, significant differences were identified across SPM English achievement, particularly in students’ self-efficacy and writing motivation. Interestingly, students from different achievement groups appeared to use writing strategies at relatively similar levels. These findings suggest that writing performance may be influenced not only by students’ knowledge of writing strategies, but also by their confidence and motivation towards writing. The study highlights the importance of creating supportive ESL writing environments that help students develop both writing skills and self-confidence.
N. Azman, Nur Hazirah Mohd Fuat, Noor Fazrienee Jz Nun Ramlan et al.· International journal of res...· 0 citations
Writing skill is a crucial skill for students in tertiary level education. For students who do not possess good writing skills, they might be intimidated by writing tasks and assignments. This low self-efficacy might hinder them from performing in a writing task. Hence, this study aims to investigate the relationship between students’ self-efficacy and the writing strategies (metacognitive, effort regulation, cognitive, society, and affective strategies) that they use. A quantitative approach was employed, specifically the survey research design to determine the relationship between these two variables. A total of 147 university students from a public university in Selangor, Malaysia were involved in this study, who responded to a questionnaire distributed through online platforms. In general, the findings of this study found that generally students had high self-efficacy, and they employed various strategies in order to complete their writing tasks. The implication of this study is that while teaching writing strategies to students is helpful, students’ confidence and self-efficacy should also be raised in the teaching and learning process.
Hidayu Shafie, Izlin Mohamad Ghazali, Nurul Nadiah Dewi Faizul Ganapathy et al.· International journal of res...· 0 citations
The findings revealed that the students relied on metacognitive and cognitive writing strategies and reflected their high resilience and effort regulation despite showing a lower consistency in regular writing practice, which offers a foundation for more focused instructional interventions in higher education.
Nurul Syafieqah Jaafar, N. Rosly, Najwa Zulkifli et al.· International journal of res...· 0 citations
Guided by Social Cognitive Theory, this study examines learners’ academic writing strategies drawing on Bandura's (1986) model, and focuses on how environmental, personal and behavioural factors are interdependent in influencing learners' writing. The study employed a quantitative survey design involving 109 undergraduate and postgraduate students in a Malaysian public university. The data were gathered using a structured questionnaire adapted from Raoofi et al. (2017), consisting of 27 items grouped under three main strategy domains: metacognitive, cognitive/effort regulation and social-affective strategies. The data obtained were analysed using descriptive statistics and correlation analysis through SPSS. The findings show that learners reported using metacognitive strategies, particularly for revising and monitoring their writing, while social strategies were used at a moderate level. This correlation analysis shows significant relationships among all three factors, with the strongest between personal and behavioural factors. Overall, the findings reveal the interconnected roles of cognition, action, and the learning environment in academic writing. The study provides pedagogical insights on shaping self-regulated writers and offers directions for further research on developing writing strategies.
Noor Hanim binti Rahmat, Nur Huslinda Che Mat., Norazrin Zamri et al.· International journal of res...· 0 citations
Writing anxiety is a persistent affective barrier that undermines the writing performance and academic achievement of English as a Second Language (ESL) learners. While numerous studies have examined this phenomenon in the Philippine context, findings remain dispersed across educational levels and research settings. This scoping review sought to consolidate the existing literature on writing anxiety among Filipino ESL learners published between 2013 and 2025 by identifying the educational levels most frequently studied, the dominant dimensions of writing anxiety, methodological patterns, contributing and mitigating factors, and research gaps. Guided by the Arksey and O’Malley (2005) framework and reported in line with PRISMA-ScR guidelines, the review systematically searched Google Scholar, ERIC, ResearchGate, Philippine E-Journals, and other open-access databases. Of the 67 records identified, 10 empirical studies met the inclusion criteria and were analyzed. Results showed that research has concentrated on senior high school students (50%), followed by tertiary (30%) and junior high school learners (20%). Cognitive anxiety—marked by fear of failure, negative evaluation, and concern over writing performance—emerged as the most prevalent dimension, while somatic anxiety and avoidance behaviors appeared less frequently. Most studies employed quantitative descriptive-correlational designs and utilized Cheng’s Second Language Writing Anxiety Inventory (SLWAI) as the primary instrument. The review further highlighted linguistic challenges, fear of evaluation, classroom pressure, and socioeconomic status as major contributors to writing anxiety, whereas explicit writing instruction, supportive teacher communication, writing self-efficacy, and collaborative learning strategies were found to reduce anxiety. Despite the expanding body of literature, notable gaps persist, particularly the limited focus on junior high school learners, the scarcity of longitudinal and intervention-based studies, and the reliance on cross-sectional quantitative methods. These findings provide a comprehensive synthesis of current evidence and offer valuable implications for ESL pedagogy, curriculum development, language policy, and future research aimed at fostering supportive learning environments that alleviate writing anxiety and strengthen learners’ writing competence.
J. C. Ogana, L. J. B. Caluza· Indonesian Journal of Educat...· 0 citations
Speaking remains a primary source of anxiety for ESL learners due to low confidence and the fear of making mistakes. This study investigated how collaborative learning influences learners’ engagement and active participation during speaking activities. Guided by Vygotsky’s sociocultural theory and the principles of Communicative Language Teaching (CLT), the research explored how peer interaction reduces emotional barriers and promotes 21st-century skills. A quantitative survey design was employed, involving 50 students enrolled in English-related courses who were selected via convenience sampling. Data were collected using a structured five-point Likert scale questionnaire focusing on speaking anxiety, oral presentation difficulties, and perceptions of collaborative learning. The data were analysed using descriptive statistics (means and standard deviations) in SPSS. The findings revealed that while students experience moderate speaking anxiety (M = 3.66 for nervousness) and face challenges related to language proficiency (M = 3.76), they hold strongly positive perceptions of collaborative learning. Most items regarding collaborative activities recorded mean scores above 4.00, with students noting that working in groups increases their confidence (M = 4.18) and provides more opportunities to practice (M = 4.32). The study concludes that integrating group-based tasks into the ESL classroom creates a supportive environment that enhances motivation and oral communication competence.
Anis Idayu binti Aziz, Raja Nur Hidayah binti Raja Yacob· International journal of res...· 0 citations