Investigating the types and levels of EFL students' writing anxiety in online Creative Writing class during the COVID-19 pandemic: A survey to the fourth semester students of English Education Department at a State Islamic University

Sulfiana, Fina (2021) Investigating the types and levels of EFL students' writing anxiety in online Creative Writing class during the COVID-19 pandemic: A survey to the fourth semester students of English Education Department at a State Islamic University. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

ESL and EFL students consider writing as a difficult skill. They can suffer a variety of difficulties, including anxiety or even tension. Furthermore, the COVID-19 pandemic condition has become a new obstacle for teachers and students in writing classes. Therefore, this study aims to investigate the types and levels of writing anxiety experienced by EFL students in online Creative Writing class during the COVID-19 pandemic at a State Islamic University n Bandung. The data for this study is gathered using a quantitative method, specifically a survey technique. The online survey is administered to 124 participants via Google Form. To assess the levels and types of writing anxiety, the Second Language Writing Anxiety Inventory (SLWAI) established by Cheng (2004) was utilized in this study. The SLWAI was the first reliable instrument for assessing writing anxiety, particularly in a second or foreign language context. This inventory was chosen as a writing anxiety tool since correlation and factor analysis have been proven to be exceptionally reliable and valid. The results of this study show that the most common type of participants' writing anxiety is Avoidance Behavior (66.13%) then followed by Cognitive Anxiety (20,97%) as the second, and Somatic Anxiety (12.90%) as the minor type. This category includes behavioral components of anxiety, such as the avoidance of writing. Furthermore, the majority of participants experienced a moderate level (45.97%) of writing anxiety, then followed by the high level (41.13%) and the low level (12.90%). In conclusion, the findings suggest the teachers to help students establish a positive perception of their foreign language writing because it is vital for their development as writers. Also, it is recommened to the future researcher to present a broader research scope, any other probable element causing which related to writing anxiety.

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