The Levels, Types, and Causes of Writing Anxiety among Pre-Service English Teachers

Abstract

This research investigates the levels of writing anxiety among pre-service English teachers in University of Jember in 2024, focusing on three dimensions, namely, cognitive anxiety, somatic anxiety, and avoidance behaviour anxiety. The research also explores the underlying causes of writing anxiety in this group. Applying a descriptive research method, the research sampled 40 pre-service English teachers enrolled in an Introduction to Paragraph Writing class. Research data were collected through the Second Language Writing Anxiety Inventory (SLWAI) developed by Cheng (2004) and follow-up interviews. Descriptive analysis of the data revealed that 53% of the pre-service teachers experienced writing anxiety, and the cognitive anxiety was the most prevalent form of anxiety in this group, with a mean score of 23.9, followed by somatic anxiety and avoidance behavior anxiety with mean scores of 21.76 and 20.82 respectively. Interview results indicated that key factors contributing to writing anxiety included insufficient writing practice, language difficulties, and a lack of writing technique.