measured. The results revealed that use and avoidance of specific syntactic structures could be explained by affective factors. Kleinmann’s findings suggested that avoidance
of a particular syntactic structure due to its absence in the native anxiety and is only associated with performance in speaking, listening, reading, or the focus of this study
that is writing. Far less is known about language-skill specific anxieties than is known about general language learning anxiety, due to the far smaller body of research that has
been conducted in these areas.
B. Writing Anxiety
Writing is a language skill essential for academic success and a skill required in many occupations. The experience of composing a piece of writing and having it
evaluated by an instructor or peers is anxiety provoking for many students. According to Daly and Wilson, Writing anxiety refers to a situation and subject specific individual
difference associated with a person’s tendencies to approach or avoid situations perceived to potentially require writing accompanied by some amount of perceived
evaluation”.
4
The study of writing anxiety has its roots in first-language acquisition. As such, first-language acquisition research plays an important role in understanding second-
language writing anxiety. Hyland stated, “The field of first-language writing has informed much of what we know about texts and composition and has provided a
theoretical basis for second language L2 composing pedagogy and research”.
5
On Daly and Miller first language, they stated a results showed that students in the basic and
remedial courses did not differ in their levels of writing anxiety, although, not surprisingly, they did differ significantly on their SAT-verbal scores.
6
4
Daly, J. A. Wilson, D. A. 1983. Writing apprehension, self-esteem, and personality. Research in the Teaching of English, 174, p.327. Retrieved from http:www.jstor.orgstablei40004695
5
Hyland, K. 2002. Directives: arguments and engagement in academic writing.
Applied Linguistics. 23 2: p.212.
6
Daly, J. A. Miller, M. D. 1975a. Apprehension of writing as a predictor of message intensity. The Journal
Participants with high writing apprehension scores reported lower perceived likelihoods of success in writing courses and less willingness to take writing courses than
participants with low writing apprehension scores.According to the researchers, Daly and Miller, the most crucial finding of this study was that participants with high levels of
writing anxiety also reported significantly less success with past writing experiences than participants with low levels of writing anxiety. Although this was a co-relational study,
they drew the conclusion that previous lack of success in writing may be the cause of writing anxiety. In conclusion, the writing anxiety level influence the students’ success in
past writing experience that they have. Anxious writers often avoid writing because they expect to fail.
7
As a result these students avoid writing intensive courses and careers that require composition. The
avoidance of situations in which writing is practiced means that these students will most likely never improve or develop their writing skills. Daly and Miller stated, “No matter
how skilled or capable the individual is in writing, if he believes he will do poorly or if he doesn’t want to take courses that stress writing then those skills or capabilities matter
little”.
8
Basically, even if a student has the fear not being able to express themselves clearly in their writing and worry that reader of their writing will judge them negatively
as a result. Writing anxiety manifests itself much as general language anxiety: through excessive worry, self-evaluation, fear of others’ judgments, and avoidance or excessive
time spent on the composition process.
9
Language acquisition researchers have developed several tools to measure writing anxiety based around these common symptoms. These measures have been used
of Psychology, 85, 175-177.
7
Daly, J. A. Miller, M. D. 1975b. Further studies on writing apprehension: SAT scores, success expectations, willingness to take advanced courses and sex differences. Research in the
Teaching of English, 93, 250-256. Retrieved from http:www.jstor.orgstable40170633
8
Ibid. p.255
9
Cheng, Y. –S. 2004. A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13, 313-335.
extensively, both by writing researchers and by writing instructors hoping to identify anxious students in order to provide these students with instruction and feedback suited
to their individual needs.
✥✦
A Measure of Second Language Writing Anxiety
Many measures of the state anxiety produced by language learning have been created by language acquisition researchers; however, these measures have been
primarily concerned with the anxiety associated with speaking in a foreign or second language. Measures of general language learning anxiety may not be valid or reliable
measures of the task anxieties related to listening, reading, or writing in a foreign or second language. Recently, measures have been developed to distinguish between the
anxieties produced by the four language skills Chen and Lin, English speakers; however, later the English Writing Anxiety Test EWAT was developed for use with English
language learners.
10
Cheng conducted a stepwise multiple regression analysis to measures the effects of English writing motivation or an attitude, extracurricular effort to learn English,
confidence in English writing, and English writing achievement on the English writing anxiety of 165 undergraduate English majors in Taiwan.
11
The results of this study indicated that confidence in English writing was the best predictor of English writing
anxiety. The EWAT is the most widely used measure of second language writing anxiety
in language acquisition research.
12
However, concerns have been raised about the validity of this measure. The EWAT was developed as a unidimensional measure of
10
Cheng, Y. –S. 2004. A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13, 313-335.
11
Cheng, Y.-S. 2002. Factors associated with foreign language writing anxiety. Foreign Language Annals, 35, 647–
656.
12
Ibid. p.314
