Lo âu trong viết tiếng Anh của sinh viên: Các yếu tố ảnh hưởng và chiến lược ứng phó tại một trường đại học ở Đồng bằng sông Cửu Long
Nội dung chính của bài viết
Tóm tắt
Lo âu trong viết là một yếu tố cảm xúc quan trọng trong việc học tiếng Anh như một ngoại ngữ (EFL), vì nó có thể định hình nhận thức của người học về hoạt động viết, làm giảm mức độ tham gia vào các nhiệm vụ viết, và ảnh hưởng đến chất lượng bài viết. Mặc dù lo âu trong viết đã được thảo luận khá rộng rãi trong nghiên cứu, vẫn còn ít nghiên cứu làm rõ cách sinh viên EFL Việt Nam diễn giải lo âu trong viết như một trải nghiệm mang tính động, được định hình bởi các điều kiện ngôn ngữ, tâm lý, sư phạm, văn hóa-xã hội và công nghệ. Nghiên cứu định tính này khám phá các yếu tố ảnh hưởng đến lo âu trong viết của sinh viên EFL Việt Nam và các chiến lược mà họ sử dụng để ứng phó với dạng lo âu này. Dữ liệu được thu thập thông qua phỏng vấn bán cấu trúc với chín sinh viên tại một trường đại học ở Đồng bằng sông Cửu Long, Việt Nam, và được phân tích bằng phương pháp phân tích chủ đề. Khung Lo âu trong viết ngôn ngữ thứ hai của Cheng (2004) được sử dụng như một lăng kính khái niệm định hướng nhằm dẫn dắt nghiên cứu, đồng thời vẫn cho phép các chủ đề mang tính bối cảnh xuất hiện từ dữ liệu. Kết quả cho thấy lo âu trong viết của sinh viên có liên quan đến các thách thức ngôn ngữ, áp lực nhận thức và tâm lý, hoạt động đánh giá và phản hồi, yêu cầu về thời gian và nhiệm vụ, kỳ vọng xã hội và văn hóa, cũng như các yếu tố công nghệ và kỹ thuật số. Sinh viên ứng phó với lo âu thông qua việc lập kế hoạch, điều tiết cảm xúc, tìm kiếm sự hỗ trợ từ bạn bè và giảng viên, sử dụng các chiến lược hỗ trợ bằng công nghệ, và phát triển năng lực phản tư. Đáng chú ý, một số yếu tố, bao gồm phản hồi, so sánh với bạn bè, áp lực thời gian và các công cụ viết có hỗ trợ trí tuệ nhân tạo, vừa đóng vai trò là tác nhân gây lo âu, vừa là nguồn lực giúp sinh viên ứng phó với lo âu. Nghiên cứu nhấn mạnh sự cần thiết của một phương pháp sư phạm viết quan tâm đồng thời đến những tác động cảm xúc tức thời của lo âu trong viết và sự phát triển lâu dài của sinh viên với tư cách là những người viết tự tin, tự chủ và có nhận thức đạo đức.
Từ khóa
Chiến lược ứng phó, kỹ năng viết, lo âu trong viết, sinh viên EFL Việt Nam, yếu tố ảnh hưởng
Chi tiết bài viết
Tài liệu tham khảo
Afdalia, T., Mirza, A. A., & Widiastuty, H. (2023). An analysis of students’ writing anxiety and strategies used in writing English journal article. Journal of English Language Teaching and Literature, 4(2), 55-67. https://doi.org/10.56185/jelita.v4i2.185
Ali, H. H. H. (2022). The importance of the four English language skills: Reading, writing, speaking, and listening in teaching Iraqi learners. Humanities & Natural Sciences Journal, 3(2), 155-165. https://doi.org/10.53796/hnsj3210
Barabadi, E., Khajavy, G. H., Booth, J. R., Tabar, M. R., & Asadi, M. R. V. (2023). The links between perfectionistic cognitions, L2 achievement and willingness to communicate: Examining L2 anxiety as a mediator. Current Psychology, 42(35), 30878-30890. https://doi.org/10.1007/s12144-022-04114-7
Barrot, J. S. (2023). Using automated written corrective feedback in the writing classrooms: Effects on L2 writing accuracy. Computer Assisted Language Learning, 36(4), 584-607. https://doi.org/10.1080/09588221.2021.1936071
Besser, A., Flett, G. L., Sherry, S. B., & Hewitt, P. L. (2020). Are perfectionistic thoughts an antecedent or a consequence of depressive symptoms? A cross-lagged analysis of the perfectionism cognitions inventory. Journal of Psychoeducational Assessment, 38(1), 99-111. https://doi.org/10.1177/0734282919877764
Bogdan, R., & Biklen, S. K. (1997). Qualitative research for education. Allyn & Bacon.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Carroll, A. (2022). The impact of self-talk on college students’ self-esteem, educational self-efficacy, and mood. National College of Ireland.
Chasetareh, F., Barabadi, E., Khajavy, G. H., & Flett, G. (2023). Perfectionism and L2 achievement: The mediating roles of motivation and self-regulated learning among Iranian high school students. Journal of Psychoeducational Assessment, 41(1), 3-21. https://doi.org/10.1177/07342829221096916
Chen, W. W., Yang, X., & Jiao, Z. (2022). Authoritarian parenting, perfectionism, and academic procrastination. Educational Psychology, 42(9), 1145-1159. https://doi.org/10.1080/01443410.2021.2024513
Cheng, Y. S. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35(5), 647-656. https://doi.org/10.1111/j.1944-9720.2002.tb01903.x
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/10.1016/j.jslw.2004.07.001
Chicho, K. Z. H. (2022). An analysis of factors influencing EFL learners’ writing skills. Canadian Journal of Language and Literature Studies, 2(2), 28-38. https://doi.org/10.53103/cjlls.v2i2.38
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education.
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. SAGE.
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.
Dewi, U. (2022). Grammarly as automated writing evaluation: Its effectiveness from EFL students’ perceptions. Lingua Cultura, 16(2), 155-161.
Gao, S. (2025). Language anxiety among Chinese EFL learners: A comprehensive investigation of psychological factors and coping strategies. Revista Conrado, 21(106), e4738.
Genç, E., & Yayli, D. (2019). The second language writing anxiety: The perceived sources and consequences. Pamukkale University Journal of Education, 45, 235-251.
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
Gibriel, M. (2019). Investigating writing strategies, writing anxiety and their effects on writing achievement: A mixed method design. Journal of Asia TEFL, 16(1), 429. https://doi.org/10.18823/asiatefl.2019.16.1.33.429
Graham, S. (2019). Changing how writing is taught. Review of Research in Education, 43(1), 277-303.
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
Harmer, J. (2004). How to teach writing. Pearson Education.
Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126. https://doi.org/10.1017/S0267190501000071
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.2307/327317
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
Jia, W. (2024). Anxiety in English academic writing of EFL students. SHS Web of Conferences, 199, Article 01001. https://doi.org/10.1051/shsconf/202419901001
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
King, F. J., Heinrich, D. L., Stephenson, R. S., & Spielberger, C. D. (1976). An investigation of the causal influence of trait and state anxiety on academic achievement. Journal of Educational Psychology, 68(3), 330-334. https://doi.org/10.1037/0022-0663.68.3.330
King, J., & Smith, L. (2017). Social anxiety and silence in Japan’s tertiary foreign language classrooms. In J. M. Dewaele, M. Daubney, & C. Gkonou (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 91-109). Multilingual Matters.
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.
Nguyen, D. N. H., Nguyen, L., Tran, T., & Tran, T. A. H. (2023). Factors causing writing apprehension among English-majored students. Vietnam Journal of Educational Sciences, 19(2), 40-54.
Paramarti, P. F. A., Tusino, T., Widodo, S., & Masykuri, E. S. (2023). The Students’ Writing Anxiety at The Fourth Semester Students in Academic Writing Class. Edulitics (Education, Literature, and Linguistics) Journal, 8(1), 19-26. https://doi.org/10.52166/edulitics.v8i1.4099
Qashoa, S. H. H. (2014). English writing anxiety: Alleviating strategies. Procedia - Social and Behavioral Sciences, 136, 59-65. https://doi.org/10.1016/j.sbspro.2014.05.288
Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23-30.
Sa’adah, A. R. (2020). Writing skill in teaching English: An overview. EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran, 5(1), 21-35. https://doi.org/10.21462/educasia.v5i1.41
Shen, X., & Tao, Y. (2025). Metacognitive strategies, AI-based writing self-efficacy and writing anxiety in AI-assisted writing contexts: A structural equation modeling analysis. International Journal of TESOL Studies, 7(1), 70-87. https://doi.org/10.58304/ijts.20250105
Spielberger, C. D. (Ed.). (2013). Anxiety and behavior. Academic Press.
Talasee, K., & Poopatwiboon, S. (2024). Second language writing anxiety of Thai EFL undergraduate students: Dominant cause, levels and coping. Journal of Education and Learning, 14(1), 235-248. https://doi.org/10.5539/jel.v14n1p235
Tao, Y., Jalaluddin, I., & Kasim, Z. M. (2025). Perfectionism and writing performance: Self-efficacy and motivation mediation. Journal of Psychology in Africa, 35(5), 671–679. https://doi.org/10.32604/jpa.2025.066530
Thach, L. S., & Khau, A. H. (2025). Vietnamese EFL students’ anxiety on foreign language classrooms: Speaking, listening, reading, and writing. Theory and Practice in Language Studies, 15(4), 1245-1254. https://doi.org/10.17507/tpls.1504.23
Tisdell, E. J., Merriam, S. B., & Stuckey-Peyrot, H. L. (2025). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Toyama, M., & Yamazaki, Y. (2022). Foreign language anxiety and individualism-collectivism culture: A top-down approach for a country/regional-level analysis. SAGE Open, 12(1), 21582440211069143. https://doi.org/10.1177/21582440211069143
Tsao, J. J., Tseng, W. T., & Wang, C. (2017). The effects of writing anxiety and motivation on EFL college students’ self-evaluative judgments of corrective feedback. Psychological Reports, 120(2), 219-241. https://doi.org/10.1177/0033294116687123
Vo, P. Q., Pham, T. M. N., & Ho, T. N. (2018). Challenges to speaking skills encountered by English-majored students: A story of one Vietnamese university in the Mekong Delta. CTU Journal of Innovation and Sustainable Development, 54(09), 38-44. https://doi.org/10.22144/ctu.jen.2018.022
Warschauer, M., Tseng, W., Yim, S., Webster, T., Jacob, S., Du, Q., & Tate, T. (2023). The affordances and contradictions of AI-generated text for writers of English as a second or foreign language. Journal of Second Language Writing, 62.
Wu, L., & Halim, H. B. A. (2024). Task complexity and foreign language writing emotions as predictors of EFL writing performance. Frontiers in Education, 9, Article 1323843. https://doi.org/10.3389/feduc.2024.1323843
Yan, C. (2024). The inducing factors and coping strategies of English writing anxiety. The Educational Review, USA, 8(1), 103-108. https://doi.org/10.26855/er.2024.01.018
Yastibas, G. C., & Yastibas, A. E. (2015). The effect of peer feedback on writing anxiety in Turkish EFL students. Procedia - Social and Behavioral Sciences, 199, 530–538. https://doi.org/10.1016/j.sbspro.2015.07.543
Phuong, H. Y. (2022). Sustainable development for the Mekong Delta from the perspective of online distance training of English studies. CTU Journal of Science, 58(SDMD), 1-8. https://doi.org/10.22144/ctu.jvn.2022.186
Yilmaz, A., & Ustunel, E. (2025). Exploring the impact of EFL learners’ perceptions of AI usage in language learning on their perceived writing anxiety: A correlational study. Language Teaching and Educational Research, 8(1), 49-70. https://doi.org/10.35207/later.1686314
Yu, Y., & Zhou, D. (2022). Understanding Chinese EFL learners’ anxiety in second language writing for the sustainable development of writing skills. Frontiers in Psychology, 13, 1010010. https://doi.org/10.3389/fpsyg.2022.1010010
Yu, Z. (2024). The study of the correlation between AI-assisted EFL writing frequency and writing anxiety among Chinese university students. Academic Journal of Humanities & Social Sciences, 7(7), 7-15. https://doi.org/10.25236/AJHSS.2024.070702
Yunus, M. M., Hashim, H., Sulaiman, N. A., Sulaiman, W. S. M., Richmond, R. L., Jarail, S., & Royal, N. (2018). Students’ awareness and perceptions towards pre-writing stage as a strategy in writing directed essay. Creative Education, 9(14), 2215-2223. https://doi.org/10.4236/ce.2018.914162
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/10.1007/s12144-018-9850-6
Zahra, M., & Fithriani, R. (2025). Teachers’ and students’ views on AI writing tools’ adverse effects in EFL writings. Jurnal Onoma: Pendidikan, Bahasa dan Sastra, 11(3), 3605-3621. https://doi.org/10.30605/onoma.v11i3.6554
Zarrinabadi, N., Arandian, P., & Yaghoubinejad, H. (2024). Investigating the mediating role of positive and negative beliefs about competition and competitive orientation in the relationship between language mindsets and emotions. System, 125, Article 103395. https://doi.org/10.1016/j.system.2024.103395
Zhao, Q., Wichman, A., & Frishberg, E. (2019). Self-doubt effects depend on beliefs about ability: Experimental evidence. The Journal of General Psychology, 146(3), 299-324. https://doi.org/10.1080/00221309.2019.1585320
Zheng, Y. (2008). Anxiety and second/foreign language learning revisited. Canadian Journal for New Scholars in Education, 1(1), 1-12.
Ali, H. H. H. (2022). The importance of the four English language skills: Reading, writing, speaking, and listening in teaching Iraqi learners. Humanities & Natural Sciences Journal, 3(2), 155-165. https://doi.org/10.53796/hnsj3210
Barabadi, E., Khajavy, G. H., Booth, J. R., Tabar, M. R., & Asadi, M. R. V. (2023). The links between perfectionistic cognitions, L2 achievement and willingness to communicate: Examining L2 anxiety as a mediator. Current Psychology, 42(35), 30878-30890. https://doi.org/10.1007/s12144-022-04114-7
Barrot, J. S. (2023). Using automated written corrective feedback in the writing classrooms: Effects on L2 writing accuracy. Computer Assisted Language Learning, 36(4), 584-607. https://doi.org/10.1080/09588221.2021.1936071
Besser, A., Flett, G. L., Sherry, S. B., & Hewitt, P. L. (2020). Are perfectionistic thoughts an antecedent or a consequence of depressive symptoms? A cross-lagged analysis of the perfectionism cognitions inventory. Journal of Psychoeducational Assessment, 38(1), 99-111. https://doi.org/10.1177/0734282919877764
Bogdan, R., & Biklen, S. K. (1997). Qualitative research for education. Allyn & Bacon.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Carroll, A. (2022). The impact of self-talk on college students’ self-esteem, educational self-efficacy, and mood. National College of Ireland.
Chasetareh, F., Barabadi, E., Khajavy, G. H., & Flett, G. (2023). Perfectionism and L2 achievement: The mediating roles of motivation and self-regulated learning among Iranian high school students. Journal of Psychoeducational Assessment, 41(1), 3-21. https://doi.org/10.1177/07342829221096916
Chen, W. W., Yang, X., & Jiao, Z. (2022). Authoritarian parenting, perfectionism, and academic procrastination. Educational Psychology, 42(9), 1145-1159. https://doi.org/10.1080/01443410.2021.2024513
Cheng, Y. S. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35(5), 647-656. https://doi.org/10.1111/j.1944-9720.2002.tb01903.x
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/10.1016/j.jslw.2004.07.001
Chicho, K. Z. H. (2022). An analysis of factors influencing EFL learners’ writing skills. Canadian Journal of Language and Literature Studies, 2(2), 28-38. https://doi.org/10.53103/cjlls.v2i2.38
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education.
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. SAGE.
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.
Dewi, U. (2022). Grammarly as automated writing evaluation: Its effectiveness from EFL students’ perceptions. Lingua Cultura, 16(2), 155-161.
Gao, S. (2025). Language anxiety among Chinese EFL learners: A comprehensive investigation of psychological factors and coping strategies. Revista Conrado, 21(106), e4738.
Genç, E., & Yayli, D. (2019). The second language writing anxiety: The perceived sources and consequences. Pamukkale University Journal of Education, 45, 235-251.
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
Gibriel, M. (2019). Investigating writing strategies, writing anxiety and their effects on writing achievement: A mixed method design. Journal of Asia TEFL, 16(1), 429. https://doi.org/10.18823/asiatefl.2019.16.1.33.429
Graham, S. (2019). Changing how writing is taught. Review of Research in Education, 43(1), 277-303.
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
Harmer, J. (2004). How to teach writing. Pearson Education.
Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126. https://doi.org/10.1017/S0267190501000071
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.2307/327317
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
Jia, W. (2024). Anxiety in English academic writing of EFL students. SHS Web of Conferences, 199, Article 01001. https://doi.org/10.1051/shsconf/202419901001
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
King, F. J., Heinrich, D. L., Stephenson, R. S., & Spielberger, C. D. (1976). An investigation of the causal influence of trait and state anxiety on academic achievement. Journal of Educational Psychology, 68(3), 330-334. https://doi.org/10.1037/0022-0663.68.3.330
King, J., & Smith, L. (2017). Social anxiety and silence in Japan’s tertiary foreign language classrooms. In J. M. Dewaele, M. Daubney, & C. Gkonou (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 91-109). Multilingual Matters.
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.
Nguyen, D. N. H., Nguyen, L., Tran, T., & Tran, T. A. H. (2023). Factors causing writing apprehension among English-majored students. Vietnam Journal of Educational Sciences, 19(2), 40-54.
Paramarti, P. F. A., Tusino, T., Widodo, S., & Masykuri, E. S. (2023). The Students’ Writing Anxiety at The Fourth Semester Students in Academic Writing Class. Edulitics (Education, Literature, and Linguistics) Journal, 8(1), 19-26. https://doi.org/10.52166/edulitics.v8i1.4099
Qashoa, S. H. H. (2014). English writing anxiety: Alleviating strategies. Procedia - Social and Behavioral Sciences, 136, 59-65. https://doi.org/10.1016/j.sbspro.2014.05.288
Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23-30.
Sa’adah, A. R. (2020). Writing skill in teaching English: An overview. EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran, 5(1), 21-35. https://doi.org/10.21462/educasia.v5i1.41
Shen, X., & Tao, Y. (2025). Metacognitive strategies, AI-based writing self-efficacy and writing anxiety in AI-assisted writing contexts: A structural equation modeling analysis. International Journal of TESOL Studies, 7(1), 70-87. https://doi.org/10.58304/ijts.20250105
Spielberger, C. D. (Ed.). (2013). Anxiety and behavior. Academic Press.
Talasee, K., & Poopatwiboon, S. (2024). Second language writing anxiety of Thai EFL undergraduate students: Dominant cause, levels and coping. Journal of Education and Learning, 14(1), 235-248. https://doi.org/10.5539/jel.v14n1p235
Tao, Y., Jalaluddin, I., & Kasim, Z. M. (2025). Perfectionism and writing performance: Self-efficacy and motivation mediation. Journal of Psychology in Africa, 35(5), 671–679. https://doi.org/10.32604/jpa.2025.066530
Thach, L. S., & Khau, A. H. (2025). Vietnamese EFL students’ anxiety on foreign language classrooms: Speaking, listening, reading, and writing. Theory and Practice in Language Studies, 15(4), 1245-1254. https://doi.org/10.17507/tpls.1504.23
Tisdell, E. J., Merriam, S. B., & Stuckey-Peyrot, H. L. (2025). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Toyama, M., & Yamazaki, Y. (2022). Foreign language anxiety and individualism-collectivism culture: A top-down approach for a country/regional-level analysis. SAGE Open, 12(1), 21582440211069143. https://doi.org/10.1177/21582440211069143
Tsao, J. J., Tseng, W. T., & Wang, C. (2017). The effects of writing anxiety and motivation on EFL college students’ self-evaluative judgments of corrective feedback. Psychological Reports, 120(2), 219-241. https://doi.org/10.1177/0033294116687123
Vo, P. Q., Pham, T. M. N., & Ho, T. N. (2018). Challenges to speaking skills encountered by English-majored students: A story of one Vietnamese university in the Mekong Delta. CTU Journal of Innovation and Sustainable Development, 54(09), 38-44. https://doi.org/10.22144/ctu.jen.2018.022
Warschauer, M., Tseng, W., Yim, S., Webster, T., Jacob, S., Du, Q., & Tate, T. (2023). The affordances and contradictions of AI-generated text for writers of English as a second or foreign language. Journal of Second Language Writing, 62.
Wu, L., & Halim, H. B. A. (2024). Task complexity and foreign language writing emotions as predictors of EFL writing performance. Frontiers in Education, 9, Article 1323843. https://doi.org/10.3389/feduc.2024.1323843
Yan, C. (2024). The inducing factors and coping strategies of English writing anxiety. The Educational Review, USA, 8(1), 103-108. https://doi.org/10.26855/er.2024.01.018
Yastibas, G. C., & Yastibas, A. E. (2015). The effect of peer feedback on writing anxiety in Turkish EFL students. Procedia - Social and Behavioral Sciences, 199, 530–538. https://doi.org/10.1016/j.sbspro.2015.07.543
Phuong, H. Y. (2022). Sustainable development for the Mekong Delta from the perspective of online distance training of English studies. CTU Journal of Science, 58(SDMD), 1-8. https://doi.org/10.22144/ctu.jvn.2022.186
Yilmaz, A., & Ustunel, E. (2025). Exploring the impact of EFL learners’ perceptions of AI usage in language learning on their perceived writing anxiety: A correlational study. Language Teaching and Educational Research, 8(1), 49-70. https://doi.org/10.35207/later.1686314
Yu, Y., & Zhou, D. (2022). Understanding Chinese EFL learners’ anxiety in second language writing for the sustainable development of writing skills. Frontiers in Psychology, 13, 1010010. https://doi.org/10.3389/fpsyg.2022.1010010
Yu, Z. (2024). The study of the correlation between AI-assisted EFL writing frequency and writing anxiety among Chinese university students. Academic Journal of Humanities & Social Sciences, 7(7), 7-15. https://doi.org/10.25236/AJHSS.2024.070702
Yunus, M. M., Hashim, H., Sulaiman, N. A., Sulaiman, W. S. M., Richmond, R. L., Jarail, S., & Royal, N. (2018). Students’ awareness and perceptions towards pre-writing stage as a strategy in writing directed essay. Creative Education, 9(14), 2215-2223. https://doi.org/10.4236/ce.2018.914162
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/10.1007/s12144-018-9850-6
Zahra, M., & Fithriani, R. (2025). Teachers’ and students’ views on AI writing tools’ adverse effects in EFL writings. Jurnal Onoma: Pendidikan, Bahasa dan Sastra, 11(3), 3605-3621. https://doi.org/10.30605/onoma.v11i3.6554
Zarrinabadi, N., Arandian, P., & Yaghoubinejad, H. (2024). Investigating the mediating role of positive and negative beliefs about competition and competitive orientation in the relationship between language mindsets and emotions. System, 125, Article 103395. https://doi.org/10.1016/j.system.2024.103395
Zhao, Q., Wichman, A., & Frishberg, E. (2019). Self-doubt effects depend on beliefs about ability: Experimental evidence. The Journal of General Psychology, 146(3), 299-324. https://doi.org/10.1080/00221309.2019.1585320
Zheng, Y. (2008). Anxiety and second/foreign language learning revisited. Canadian Journal for New Scholars in Education, 1(1), 1-12.