How Second Language Writing Anxiety Influences Postgraduate Dissertation Writing

Abstract

Writing anxiety has been a topic in the SLA field for several decades; since the connection between writing anxiety and writing performance appear to be stronger in an ESL context. In this view, the purpose of the research is to explore how second language writing anxiety could influence postgraduate dissertation writing. In this qualitative case study, three Malaysian postgraduate students were interviewed and were asked to complete Cheng’s (2004) Second Language Writing Anxiety Inventory. Applying the thematic analysis method, the findings were generated based on the participants’ responses to 91 in-depth interview questions and 22 statements in the inventory that supplies information regarding their cognitive anxiety, somatic anxiety, and behavioural avoidance tendencies. The findings revealed that second language writing anxiety could disrupt overall writing progress and influence writing approach, writing process and written output. In addition, the findings also showed that the results of the participants’ trait second language writing anxiety may not necessarily predict their state writing anxiety experience, which could include a form of social anxiety, and time anxiety experience. Therefore, the significance of the study lies in its attempt to promote greater understanding of the affective phenomenon and to inform efforts to improve postgraduate student-writer’s motivation and dissertation writing performance. The study highlights theoretical, methodological, and pedagogical implications by offering insights on the complexity of second language writing anxiety in postgraduate dissertation writing.