EFL LEARNERS WRITING ANXIETY : AN INTERVIEW STUDY
Keywords:
Writing Anxiety, EFL Learners, Qualitative Research, Writing Skills, Student PerceptionAbstract
Writing anxiety is one of the most significant affective variables influencing the writing performance of English as a Foreign Language (EFL) learners. This study investigates the types, causes, and coping strategies related to writing anxiety among undergraduate EFL students at the Islamic University of Jember. Using a descriptive qualitative approach, data were collected through semi-structured interviews with four participants. Thematic analysis revealed that the participants experienced anxiety in content development, organization, and language use. The main causes were linguistic limitations, time pressure, and fear of negative evaluation. Students managed their anxiety by practicing writing, using translation tools, consulting peers, and seeking feedback. The study concludes that writing anxiety affects learners’ confidence and performance, and suggests pedagogical strategies to reduce anxiety in EFL writing classes.
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