An investigation of foreign language writing anxiety and its reasons among pre-service EFL teachers in Pakistan

Abstract

Psychologically complicated by nature, anxiety refers to feelings of worry, fear, or apprehension. Several research studies have been devoted to exploring anxiety's effects on language skills, including writing. Since foreign language anxiety directly influences a learner's motivation and determination to learn that language, it is imperative to study the findings and reasons behind these anxious feelings. One-third of foreign language learners have been experiencing at least a moderate level of anxiety. Researchers have attempted to investigate the causes of anxiety among foreign language pre-service teachers. The present study objectifies two goals to determine the extent of writing anxiety, followed by reasons and references to the role of gender. Seventy-two pre-service teachers of the English language training department from the University of Education, Multan, Pakistan, were selected for the study using convenience sampling. Second language writing anxiety inventory (SLWAI) and second language writing anxiety reasons inventory (SLWARI) were used to collect data, and semi-structured interviews were taken with students. The findings presented no difference in anxiety levels between genders, whereas cognitive anxiety type was distinctive in results. Most of the participants experienced high and medium levels of anxiety.

Teachers’ perspectives on effective English language teaching practices at the elementary level: A phenomenological study

“…Furthermore [ 19 , 20 ], have examined the trends, issues, and challenges associated with English language teaching policies and practices in Pakistan. According to these studies, English language teaching and education in Pakistan face significant difficulties due to frequent policy shifts introduced by different governments.…”

Pre-service EFL teacher's perceptions of foreign language writing anxiety and some associated factors

“…Therefore, instruction must start early, perhaps as early as elementary or high school. When using a process-oriented approach, it is essential [ 60 ]. More studies on reducing writing-related stress should be conducted as soon as possible.…”

Perceptions and Preferences of Senior High School Students About Written Corrective Feedback in Pakistan

“…The study utilized a qualitative interview tool to enhance validity and reliability. The qualitative content analysis (QCA) tool was adapted and modified from Rasool et al (2022, 2023a) and Rasool, Aslam, Mahmood, et al (2023) employing to analyze participants’ interview responses. Qualitative content analysis helps develop conceptual frameworks, schematic models and theories as to the most frequently used approach in data analysis (Vaismoradi et al, 2013) that may further be developed by refining and testing using Qualitative Content Analysis (Elo & Kyngas, 2008).…”