Reducing Second Language Writing Anxiety

Abstract

Academic writing is a difficult task for many post-secondary students in the U.S. However, it is particularly challenging for ESL students due to linguistic and cognitive factors. This challenge may lead to second language writing anxiety (SLWA), as a result of which some students may perform poorly on writing assignments and eventually fail the course. Although previous research studies offer instructional strategies to address SLWA, they are insufficient in their theoretical basis and practical application. Thus, this paper fills that gap by situating those pedagogical recommendations within their theoretical foundations and includes a sample writing assignment with a student self-regulation checklist.