Exploring Writing Anxiety among Vietnamese EFL Students at a University in the Mekong Delta: Influencing Factors and Coping Strategies
Main Article Content
Abstract
Writing anxiety is a significant affective factor in English as a foreign language (EFL) learning since it can shape learners’ perceptions of writing, reduce engagement with writing tasks, and influence the quality of written performance. Although writing anxiety has been widely discussed in EFL research, less is known about how Vietnamese EFL students interpret writing anxiety as a dynamic experience shaped by linguistic, psychological, pedagogical, sociocultural, and technological conditions. This qualitative study explores the factors influencing writing anxiety among Vietnamese EFL students and the strategies they use to cope with such anxiety. Data were collected through semi-structured interviews with nine Vietnamese EFL students at a university in the Mekong Delta, Vietnam, and analyzed using thematic analysis. Cheng’s (2004) L2 Writing Anxiety Framework was used as a sensitizing conceptual lens to guide the study while allowing contextual themes to emerge from the data. The findings show that students’ writing anxiety was associated with linguistic challenges, cognitive and psychological pressures, evaluation and feedback, time and task demands, social and cultural expectations, and technological and digital factors. Students coped with anxiety through planning, emotional regulation, peer and teacher support, technology-assisted strategies, and reflective growth. Notably, several factors, including feedback, peer comparison, time pressure, and AI-assisted writing tools, functioned both as anxiety triggers and coping resources. The study highlights the need for writing pedagogy that addresses both the immediate emotional effects of writing anxiety and students’ longer-term development as confident, autonomous, and ethically aware EFL writers.
Keywords
Anxiety, coping strategies, influential factors, Vietnamese EFL learners, writing
Article Details
References
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Daud, N. S. M., Daud, N. M., & Kassim, N. L. A. (2005). Second language anxiety: Cause or effect? Malaysian Journal of ELT Research, 1(1), 1-19.
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Ghane, M. H., Razmi, M. H., Dehghanpoor, F., & Nematollahi, R. (2024). The impact of written corrective feedback on students’ writing performance, self-efficacy, and anxiety. Journal of Writing Research, 16(2), 271-321. https://doi.org/10.17239/jowr-2024.16.02.04
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Gregersen, T., & Horwitz, E. K. (2002). Language learning and perfectionism: Anxious and non-anxious language learners’ reactions to their own oral performance. The Modern Language Journal, 86(4), 562-570. https://doi.org/10.1111/1540-4781.001612023
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Ippun, D., Patanduk, S. T., & Sirande, N. (2023). Exploring students’ difficulties on writing English paragraph at English education study program of FKIP UKI Toraja. Jurnal Studi Guru dan Pembelajaran, 6(2), 213-222. https://doi.org/10.30605/jsgp.6.2.2023.6299
Jawas, U. (2019). Writing anxiety among Indonesian EFL students: Factors and strategies. International Journal of Instruction, 12(4), 733-746. https://doi.org/10.29333/iji.2019.12447a
Jennifer, J. M., & Ponniah, R. J. (2017). Investigating the levels, types and causes of second language writing anxiety among Indian freshmen. Journal of Asia TEFL, 14(3), 557. https://doi.org/10.18823/asiatefl.2017.14.3.13.557
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Kaplan, K., Akeren, I., & Gülden, B. (2025). The effect of self-regulated learning-based practices on writing anxiety: A curriculum-focused mixed study. SAGE Open, 15(3), 21582440251376473. https://doi.org/10.1177/21582440251376473
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Kirmizi, O., & Kirmizi, G. D. (2015). An investigation of L2 learners’ writing self-efficacy, writing anxiety and its causes at higher education in Turkey. International Journal of Higher Education, 4(2), 57-66. https://doi.org/10.5430/ijhe.v4n2p57
Küçük, T. (2023). Factors leading to writing anxiety in EFL classes. International Journal of Social Sciences & Educational Studies, 10(1), 1-12. https://doi.org/10.23918/ijsses.v10i1p1
Kurniasih, Cahyono, B. Y., Astuti, U. P., & Suryati, N. (2023). Online writing class: EFL university students’ perception of teachers’ strategies in alleviating their writing anxiety. Computer Assisted Language Learning Electronic Journal, 42(1), 1-24.
Kurniasih, & Saukah, A. (2021). Alleviating students’ writing anxiety: Focusing on Indonesian university teachers’ strategies. The Journal of Asia TEFL, 18(4), 1512-1520. https://doi.org/10.18823/asiatefl.2021.18.4.32.1512
Kurniawati, A., & Atmojo, A. E. P. (2022). EFL thesis writing anxiety: Causes, effects, and coping strategies. EnJourMe, 7(2), 137-151.
Kurt, G., & Atay, D. (2007). The effects of peer feedback on the writing anxiety of prospective Turkish teachers of English. Journal of Theory and Practice in Education, 3.
Kusumaningputri, R., Ningsih, T. A., & Wisasongko. (2018). Second language writing anxiety of Indonesian EFL students. Lingua Cultura, 12(4), 357-362. https://doi.org/10.21512/lc.v12i4.4268
Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research interviewing. SAGE.
Le, H. T. T. (2023). The impacts of foreign language anxiety on students in English-medium instruction classes in the central region universities, Vietnam. Vietnam Journal of Education, 7(2), 103–113. https://doi.org/10.52296/vje.2023.265
Lee, S. Y. (2003). Teaching EFL writing in the university: Related issues, insights, and implications. Journal of National Taipei Teachers College, 16(1), 111-136.
Liu, M., & Ni, H. (2015). Chinese university EFL learners’ foreign language writing anxiety: Pattern, effect and causes. English Language Teaching, 8(3), 46-58. https://doi.org/10.5539/elt.v8n3p46
MacIntyre, P. D. (1999). Language anxiety: A review of the research for language teachers. In D. J. Young (Ed.), Affect in foreign language and second language learning (pp. 24-45). McGraw-Hill.
MacIntyre, P. D., & Gardner, R. C. (1991). Methods and results in the study of anxiety in language learning: A review of the literature. Language Learning, 41(1), 85-117. https://doi.org/10.1111/j.1467-1770.1991.tb00677.x
McGee, K. (2019). Reducing writing anxiety by improving self-efficacy beliefs. Learning to Teach Language Arts, Mathematics, Science, and Social Studies Through Research and Practice, 8(1), 32-38.
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