Anxiety in English Academic Writing of EFL Students

College of Foreign Languages Capital Normal University, Capital Normal University, Beijing, China

^* Corresponding author: 1212072006@cnu.edu.cn

Abstract

Academic writing in English is an essential skill for EFL students and a critical criterion for determining their eligibility for graduation. The issue of academic writing anxiety among second language (L2) learners has attracted significant attention from researchers in the field of L2 learning anxiety. Despite this interest, many studies predominantly focus on data analysis, with few offering practical recommendations. This paper examines the factors contributing to L2 academic writing anxiety, categorizing them into external environmental factors and internal factors, specifically confidence-related issues and difficulties in generating ideas. These factors can lead to writing anxiety among students. Based on this analysis, the paper proposes several recommendations: instructors should create a more supportive writing environment, provide more guided assistance, and develop fairer grading standards for writing. Additionally, it is suggested that EFL students should enhance their English language skills, effectively summarize literature post-reading, cultivate critical thinking, acknowledge their writing proficiency when experiencing anxiety, and adjust their self-efficacy accordingly.