Intervention Strategies for College Students' English Writing Anxiety: From Traditional Teaching to Evidence-Based Technologies-Enhanced Environments

Abstract

English writing anxiety among college students is a common emotional challenge in foreign language learning. To alleviate this anxiety, researchers have proposed two types of strategies: traditional teaching interventions (such as process writing methods and peer feedback) and technology-enhanced interventions (including automated writing assessment systems and AI writing assistants). This review examines 30 empirical studies conducted between 2019 and 2026, synthesizing evidence on the efficacy of both approaches. Based on the three-dimensional structure of writing anxiety and self-efficacy theory, this review concludes that both strategies can reduce writing anxiety, though they differ in mechanisms, applicable contexts, and outcomes. Technology-enhanced interventions demonstrate advantages in providing immediate feedback and reducing cognitive anxiety, whereas traditional teaching interventions show greater long-term effectiveness in fostering metacognitive skills and reducing avoidance behaviors. Moderating factors such as language proficiency and personality traits markedly influence intervention outcomes. Future research should focus on longitudinal tracking and exploring human-computer collaborative models.