The Effects of Genre Writing on Korean High School Learners’ English Writing Abilities and Learning Motivation according to the Degree of English Writing Anxiety

Abstract

English writing education is crucial for ESL/EFL learners, and the significance of affective factors, such as anxiety, has been emphasized. However, there are limitations in the school field that prevent a balanced English learning environment. Moreover, longitudinal studies are lacking to track learners’ progress over time. Thus, this study aimed to investigate the effects of genre writing on Korean high school learners’ English writing abilities and learning motivation according to the degree of English writing anxiety. The study engaged twelve first-year (Grade 10) high school students who participated in genre writing for a three-year longitudinal study from mid-March 2020 to December 2022. The results of this study are as follows. First, it confirmed that the English writing anxiety of all learners who participated in genre writing was significantly alleviated. However, the higher the level of English writing anxiety, the more significant the alleviation. Second, it was found that the English writing abilities of all students who participated in genre writing was significantly improved in most period sections, regardless of their level of English writing anxiety. However, the lower the level of English writing anxiety, the greater the improvement in the English writing abilities. Finally, the learning motivation of all students who participated in genre writing significantly improved, regardless of their level of English writing anxiety. The findings have useful pedagogical implications for teachers to develop English writing abilities while considering learners’ affective factors.