Abstract-This study examined Taiwanese graduate students' language anxiety over writing academic papers utilizing an adapted version of the FLCAS and in-depth individual interviews. The results suggested that the majority of these ten Taiwanese graduate students have experienced high anxiety over writing academic papers. The anxiety they experience over writing stems primarily from grammatical errors, using Chinese English, lacking adequate vocabulary or misuse of English vocabulary, lack of personal opinions, and not understanding the instructions for assignments.

This paper discusses relationships between language anxiety and self. Self refers to an individual's (a) self-confidence, (b) language ego, L2/FL self or identity developed during second or foreign language learning, or a combination of both L1 self and L2/FL self. Based on previous literature on language anxiety and L2 or FL learning, language learners' self-confidence might imply a lack of language anxiety which enhances language achievement (e.g.,

This article analyzes factors that might be associated with Navajo college students’ writing anxiety. Oral tradition, reading, syntax, and past experience are the factors discussed. Suggestions based on previous literature and personal experience are provided.

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