Englist Writing Anxiety In Efl Virtual Classroom Of Undergraduate Students

Abstract

               This study explores the levels of English writing anxiety and the coping strategies adopted by undergraduate EFL students in a full online paragraph-writing course. Conducted among 34 second-year students enrolled in the English for International Communication (EIC) program at Rajamangala University of Technology Lanna in Tak province, the research employed a mixed-method approach. Quantitative data were gathered using the Second Language Writing Anxiety Inventory (SLWAI), measuring cognitive, somatic, and avoidance anxiety dimensions. Qualitative insights were obtained through semi-structured interviews to understand the underlying causes of anxiety and the mechanisms students used to manage it.

                 The findings revealed that most participants experienced a moderate level of writing anxiety overall, with cognitive anxiety rated highest (𝑥̄ = 3.40), followed by somatic (𝑥̄ = 3.15) and avoidance behavior (𝑥̄ = 2.72). High-anxiety students reported concerns about vocabulary selection, grammar accuracy, and time constraints. In contrast, students with moderate anxiety highlighted difficulties related to content knowledge and language use, while low-anxiety students struggled with idea organization. To manage their anxiety, students commonly employed strategies such as seeking support from peers and instructors, utilizing online dictionaries and grammar resources, engaging in self-regulation techniques, and incorporating feedback into their revisions. Teacher feedback was especially valued among students with low anxiety levels. These findings underscore the nuanced manifestations of writing anxiety in virtual environments and highlight the need for pedagogical interventions that incorporate technological tools, emotional support, and scaffolded writing processes. The study contributes to a deeper understanding of how anxiety influences student writing performance in online EFL contexts and provides practical implications for instructors seeking to foster confidence and competence in English writing skills.