Views: 7,087
Arab World English Journal (AWEJ) Volume 16. Number 1, March 2025 Pp.103-124
Center for Research in Language and Linguistics,
Universiti Kebangsaan Malaysia, Malaysia
Center for Research in Language and Linguistics,
Universiti Kebangsaan Malaysia, Malaysia
Center for Research in Language and Linguistics,
Universiti Kebangsaan Malaysia, Malaysia
This systematic literature review examines the relationship between writing anxiety and L2 writing performance. Complying with the PRISMA guidelines, 34 studies were collected from ERIC, ProQuest, LLBA, WoS, and fifteen well-known international journals, covering the period from 1975 to the present. By addressing key research questions regarding the methods employed in these studies and the recommendations offered for further research on the relationship between writing anxiety and L2 writing performance, this review sets preconditions for anxiety-relieving pedagogical strategies and contributes to the widespread application of research synthesis in SLA. The findings demonstrate that i) the joint examination of writing anxiety alongside other IDs has become a major trend; ii) correlational studies remain the primary research method, while experimental designs are relatively scarce; iii) research predominantly focuses on English majors in tertiary education, though these studies often lack sufficient demographic and proficiency details; iv) holistic measures are adopted in most research while analytic measures focus on CAF; v) critical statistical indexes of reliability and validity are commonly underreported in sample portrayal, proficiency levels, writing measurements, and data analysis. Future research is suggested to explore the integration of writing anxiety with additional IDs, use more experimental designs, include primary and secondary participants, employ more analytic measures for writing outcomes, and increase the transparency of scientific reporting. Future reviews are also recommended to meta-analyze the anxiety-L2 writing relationships, offering more robust review findings.
Guo, T., Hamat, A., & Jaafar, N. M. (2025). Writing Anxiety and L2 Writing Performance: A Systematic Literature Review. Arab World English Journal, 16(1): 103-124
Abdi Tabari, M., & Goetze, J. (2024). Exploring the impacts of task complexity, anxiety, and self‐efficacy on L2 written production: Unraveling individual differences in TBLT. International Journal of Applied Linguistics, 34, 1-23. https://doi.org/https://doi.org/10.1111/ijal.12582
Bailey, K., & Brown, J. (1999). Learning about language assessment: Dilemmas, decisions, and directions & new ways of classroom assessment. Learning, 4(2), 1-8.
Bryfonski, L., Ku, Y. Y., & Mackey, A. (2024). Research Methods for IDs and TBLT: A Substantive and Methodological Review. Studies in Second Language Acquisition, 46, 1-27. https://doi.org/https://doi.org/10.1017/S0272263124000135
Cheng, Y.-S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of second language writing, 13(4), 313-335. https://doi.org/https://doi.org/10.1016/j.jslw.2004.07.001
Cheng, Y. s., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language learning, 49(3), 417-446. https://doi.org/https://doi.org/10.1111/0023-8333.00095
Copeland, S., Patel, M., & Solly, M. (2023). The Future of English: Global Perspectives. British Council global. https://mktgfiles.britishcouncil.org/hubfs/FoE_Research%20Summary_single%20page_for%20download_revisedV2.pdf
Daly, J. A. (1978). Writing apprehension and writing competency. The Journal of Educational Research, 72(1), 10-14. https://doi.org/https://doi.org/10.1080/00220671.1978.10885110
Daly, J. A. (1985). Writing apprehension. In R. Mike (Ed.), When a writer can’t write (pp. 43-82). https://books.google.com/books/about/When_a_Writer_Can_t_Write.html?id=7edsQgAACAAJ
Daly, J. A., & Miller, M. D. (1975a). Apprehension of writing as a predictor of message intensity. The journal of psychology, 89(2), 175-177. https://doi.org/https://doi.org/10.1080/00223980.1975.9915748
Daly, J. A., & Miller, M. D. (1975b). The empirical development of an instrument to measure writing apprehension. Research in the Teaching of English, 9(3), 242-249. https://doi.org/https://doi.org/10.58680/rte197520067
Daly, J. A., & Miller, M. D. (1975c). Further studies on writing apprehension: SAT scores, success expectations, willingness to take advanced courses and sex differences. Research in the Teaching of English, 9(3), 250-256. https://doi.org/https://doi.org/10.58680/rte197520068
Daly, J. A., & Wilson, D. A. (1983). Writing apprehension, self-esteem, and personality. Research in the Teaching of English, 17, 327-341. https://doi.org/https://doi.org/10.58680/rte198315695
Educational Testing Service. (2014). TOEFL iBT® test: Independent writing rubrics. Princeton. https://www.ets.org/toefl/institutions/ibt/interpret-scores.html
Edwards, V., & Li, D. (2011). Confucius, constructivism and the impact of continuing professional development on teachers of English in China. http://www.teachingenglish.org.uk/publications/confucius-constructivism-impact-continuing-professional-development-teachers-english
Ellis, R., & Barkhuizen, G. P. (2005). Analysing learner language. Oxford University Press Oxford. https://books.google.com.my/books/about/Analysing_Learner_Language.html?id=iT1sAAAAIAAJ&redir_esc=y
Fan, C., & Wang, J. (2024). Configurational impact of self-regulated writing strategy, writing anxiety, and perceived writing difficulty on EFL writing performance: an fsQCA approach. Scientific Reports, 14(1), 1-15. https://doi.org/https://doi.org/10.1038/s41598-024-61537-x
Gibriel, M. (2019). Investigating writing strategies, writing anxiety and their effects on writing achievement: A mixed method design. 16, 429-436. https://doi.org/10.18823/asiatefl.2019.16.1.33.429
Guan, Y., Zhu, S., Zhu, X., Yao, Y., & Jiang, Y. (2023). Performance-based differences in the associations among ideal self, enjoyment, and anxiety: A longitudinal study on L2 integrated writing. Language Teaching Research, 0(0), 1-19. https://doi.org/https://doi.org/10.1177/13621688231216295
Güvendir, E., & Uzun, K. (2023). L2 writing anxiety, working memory, and task complexity in L2 written performance. Journal of second language writing, 60, 1-15. https://doi.org/https://doi.org/10.1016/j.jslw.2023.101016
Haddad, M. T. A. (2018). Writing anxiety and the use of subordinate clauses in the written compositions of Jordanian EFL undergraduate students. Theory and Practice in Language Studies, 8(4), 404-409. https://doi.org/http://dx.doi.org/10.17507/tpls.0804.07
Han, J., & Hiver, P. (2018). Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change. Journal of second language writing, 40, 44-59. https://doi.org/https://doi.org/10.1016/j.jslw.2018.03.001
He, X., & Niao, L. (2015). A probe into the negative writing transfer of Chinese college students. English Language Teaching, 8(10), 21-29. https://doi.org/10.5539/elt.v8n10p21
Housen, A., & Kuiken, F. (2009). Complexity, accuracy, and fluency in second language acquisition. Applied linguistics, 30(4), 461-473. https://doi.org/https://doi.org/10.1093/applin/amp048
Housen, A., Kuiken, F., & Vedder, I. (2012). Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA (Vol. 32). John Benjamins Publishing. https://doi.org/https://doi.org/10.1075/lllt.32
Huang, X., Liu, X., Hu, Y., & Liu, Q. (2021). The Effect of Online Collaborative Prewriting via DingTalk Group on EFL Learners’ Writing Anxiety and Writing Performance Emerging Technologies for Education, Cham.
Huang, X., Xu, W., Li, F., & Yu, Z. (2024). A Meta-analysis of Effects of Automated Writing Evaluation on Anxiety, Motivation, and Second Language Writing Skills. The Asia-Pacific Education Researcher, 33, 1-20. https://doi.org/https://doi.org/10.1007/s40299-024-00865-y
IELTS, T. (2019). Writing band descriptors (public version). Online.[cit. 19-12-13]. Dostupné na: https://takeielts. britishcouncil. org/sites/default/files/IELTS_task_2_Writing_band_descriptors. pdf.
Jacobs, H., Zinkgraf, S., Wormuth, D., Hearfiel, V., & Hughey, J. (1981). Testing ESL Composition: a Practical Approach. https://books.google.com/books/about/Testing_ESL_Composition.htmlid=R5djQgAACAAJ
Jafary, M., Soleimani, M., & Haghdoust, A. (2024). A Critical Review on the Second Language Academic Literacy Development in Iranian Higher Education System. English Language Teaching, 17(2), 1-58. https://doi.org/https://doi.org/10.5539/elt.v17n2p58
Khosravi, R., Mohammadi, E., Esmaeili, N., & Zandi, H. (2023). Perfectionism and writing anxiety as predictors of Iranian EFL learners’ performance in IELTS writing module: a multi-dimensional perspective. Frontiers in Education, 8, 1-9. https://doi.org/https://doi.org/10.3389/feduc.2023.1108542
Latif, M. M. A. (2019). Unresolved issues in defining and assessing writing motivational constructs: A review of conceptualization and measurement perspectives. Assessing Writing, 42, 1-11. https://doi.org/https://doi.org/10.1016/j.asw.2019.100417
Latif, M. M. A. (2020). Writing motivation research, measurement and pedagogy. Routledge. https://www.routledge.com/Writing-Motivation-Research-Measurement-and-Pedagogy/AbdelLatif/p/book/9780367633554?srsltid=AfmBOopke1rgbSDPwX667PvKlyyffycHqc7349IYpkTh5CDg8rffqlSl
Lee, J. (2020). Effects of linguistic and affective variables on middle school students’ writing performance in the context of English as a foreign language: An approach using structural equation modeling. Reading and writing, 33(5), 1235-1262. https://doi.org/https://doi.org/10.1007/s11145-019-10007-2
Li, S. (2023). Working memory and second language writing: A systematic review. Studies in Second Language Acquisition, 45, 647 – 679. https://doi.org/https://doi.org/10.1017/S0272263123000189
Li, S., Hiver, P., & Papi, M. (2022). Individual Differences in Second Language Acquisition. In S. Li, P. Hiver, & M. Papi (Eds.), The Routledge Handbook of Second Language Acquisition and Individual Differences (pp. 32). Taylor & Francis. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003270546-2/individual-differences-second-language-acquisition-shaofeng-li-phil-hiver-mostafa-papi?context=ubx&refId=afc9d100-e886-49ab-8a47-8123b57e921a
Limpo, T. (2018). Development of a short measure of writing apprehension: Validity evidence and association with writing frequency, process, and performance. Learning and Instruction, 58, 115-125. https://doi.org/https://doi.org/10.1016/j.learninstruc.2018.06.001
Macayan, J. V., QUINTO, E. J., Otsuka, J. C., & Cueto, A. B. S. (2018). Influence of Language Learning Anxiety on L2 Speaking and Writing of Filipino Engineering Students. 3L: Language, Linguistics, Literature, 24(1), 40-55. https://doi.org/http://doi.org/10.17576/3L-2018-2401-04
MacIntyre, P. D. (2017). An overview of language anxiety research and trends in its development. In C. Gkonou, M. Daubney, & J.-M. Dewaele (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 11-30). https://doi.org/https://doi.org/10.21832/9781783097722-003
MacIntyre, P. D., & Wang, L. (2022). Anxiety. In S. Li, P. Hiver, & M. Papi (Eds.), The Routledge Handbook of Second Language Acquisition and Individual Differences (pp. 15). Taylor & Francis. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003270546-15/anxiety-peter-macintyre-lanxi-wang?context=ubx&refId=dc2a07b3-7df6-4fa8-b0bd-2a6cf8bd6483
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Group*, P. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Annals of internal medicine, 151(4), 264-269. https://doi.org/10.7326/0003-4819-151-4-200908180-00135
Papi, M. (2021). The Role of Motivational and Affective Factors in L2 Writing Performance and Written Corrective Feedback Processing and Use. In R. M. P. Manchón, Charlene (Ed.), The Routledge Handbook of Second Language Acquisition and Writing (pp. 152-165). Routledge.
Papi, M., & Khajavy, H. (2023). Second language anxiety: Construct, effects, and sources. Annual review of applied linguistics, 43, 127-139. https://doi.org/https://doi.org/10.1017/S0267190523000028
Payant, C., McDonough, K., Uludag, P., & Lindberg, R. (2019). Predicting integrated writing task performance: Source comprehension, prewriting planning, and individual differences. Journal of English for Academic Purposes, 40, 87-97. https://doi.org/https://doi.org/10.1016/j.jeap.2019.06.001
Rahimi, M., & Zhang, L. J. (2019). Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language. Reading and writing, 32(3), 761-786. https://doi.org/https://doi.org/10.1007/s11145-018-9887-9
Sang, Y. (2017). Investigate the” Issues” in Chinese Students’ English Writing and Their” Reasons”: Revisiting the Recent Evidence in Chinese Academia. International Journal of Higher Education, 6(3), 1-11. https://doi.org/https://doi.org/10.5430/ijhe.v6n3p1
Sarkhoush, H. (2013). Relationship among Iranian EFL Learners’ Self-efficacy in Writing, Attitude towards Writing, Writing Apprehension and Writing Performance. Journal of Language Teaching & Research, 4(5), 1126-1132. https://doi.org/10.4304/jltr.4.5.1126-1132
Sarkis-Onofre, R., Catalá-López, F., Aromataris, E., & Lockwood, C. (2021). How to properly use the PRISMA Statement. Systematic Reviews, 10, 1-3. https://doi.org/https://doi.org/10.1186/s13643-021-01671-z
Tankó, G. (2017). English majors’ self-regulatory control strategy use in academic writing and its relation to L2 motivation. Applied linguistics, 38(3), 386-404. https://doi.org/https://doi.org/10.1093/applin/amv033
Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement: A meta-analysis. Studies in Second Language Acquisition, 41(2), 363-387. https://doi.org/https://doi.org/10.1017/S0272263118000311
Tsai, H. (2008). The development of an English writing anxiety scale for institute of technology English majors. Journal of Education and Psychology, 31(3), 81-107.
Waer, H. (2021). The effect of integrating automated writing evaluation on EFL writing apprehension and grammatical knowledge. Innovation in Language Learning and Teaching, 17, 47-71. https://doi.org/https://doi.org/10.1080/17501229.2021.1914062
Waked, A., El Alaoui, K., & Pilotti, M. A. (2023). Second-language writing anxiety and its correlates: A challenge to sustainable education in a post-pandemic world. Cogent Education, 10(2), 1-17. https://doi.org/https://doi.org/10.1080/2331186X.2023.2280309
Williams, J., & Cui, G. (2005). Teaching writing in second and foreign language classrooms. McGraw-Hill New York. https://books.google.com/books/about/TEACHING_WRITING_IN_SECOND_AND_FOREIGN_L.html?id=VPHtAAAAMAAJ
Wynne, C., Guo, Y.-J., & Wang, S.-C. (2014). Writing anxiety groups: A creative approach for graduate students. Journal of Creativity in Mental Health, 9(3), 366-379. https://doi.org/https://doi.org/10.1080/15401383.2014.902343
Yoon, H.-J. (2021). Challenging the connection between task perceptions and language use in L2 writing: Genre, cognitive task complexity, and linguistic complexity. Journal of second language writing, 54, 1-14. https://doi.org/https://doi.org/10.1016/j.jslw.2021.100857
Zabihi, R., Mousavi, S. H., & Salehian, A. (2020). The differential role of domain-specific anxiety in learners’ narrative and argumentative L2 written task performances. Current Psychology, 39(4), 1438-1444. https://doi.org/https://doi.org/10.1007/s12144-018-9850-6
Zhang, X. (2019). Foreign language anxiety and foreign language performance: A meta‐analysis. The Modern language journal, 103(4), 763-781. https://doi.org/https://doi.org/10.1111/modl.12590
Tian Guo is a PhD candidate at the Center for Research in Language and Linguistics, FSSK, UKM. Her research interests lie in psychological linguistics, L2 writing, and second language acquisition (SLA). ORCID: https://orcid.org/0009-0006-7714-4362
Afendi Hamat (PhD) is an associate professor at the Center for Research in Language and Linguistics, FSSK, UKM and the current head of Digital Humanities Research Group at PKBL. His research areas are intersections between technology and humanities such as social media, e-learning, and artificial intelligence. ORCID: https://orcid.org/0000-0003-2060-9203
Nurjanah Mohd Jaafar (PhD) is a lecturer at the Centre for Research in Language and Linguistics, FSSK, UKM. She is the coordinator of the center’s eye-tracking laboratory. Her research focuses on the use of representations (especially text and graphics) in learning by second language speakers. ORCID: https://orcid.org/0000-0002-8438-0033