New Insights into Writing Anxiety of EFL Learners: A Context-Specific Qualitative Study

Abstract

Objective: The objective of this study was to explore how Iranian EFL learners conceptualize writing anxiety and to identify the contributing factors and manifestations of this anxiety within the specific cultural and educational context of Iran.

Methods and Materials: The study employed a qualitative research design using semi-structured interviews to collect data from 38 Iranian EFL learners of varying ages and proficiency levels. The grounded theory approach was used to analyze the data, following the stages of open coding, axial coding, and selective coding to identify key themes and sub-themes related to writing anxiety.

Findings: The analysis revealed one core category, "EFL Writing Anxiety," under which three main themes were identified: "Physiological Arousal," "Dysfunctional Thoughts," and "Maladaptive Behaviors." The findings indicate that Iranian EFL learners experience significant writing anxiety, influenced by fear of negative evaluation, GPA concerns, cultural emphasis on academic success, and traditional grammar-focused teaching methods. The study also found that cognitive anxiety, driven by high expectations and fear of failure, was the most severe form of anxiety experienced during writing.

Conclusion: The study concludes that writing anxiety among Iranian EFL learners is a complex and multifaceted phenomenon influenced by cultural, educational, and psychological factors. Addressing writing anxiety is essential for effective language instruction, and the findings provide valuable insights for educators, researchers, and policymakers to develop strategies to mitigate writing anxiety and improve writing performance in EFL learners.