A Conceptual Review on the Influence of Writing Anxiety and Writing Motivation Towards Willingness to Write Among ESL Students
List of Authors
Muhammad Irfan Mokhtar, Noor Hanim Rahmat, Nur Alyani Khairol Anuar, Zaemah Abdul Kadir
Keyword
Writing Anxiety, Writing Motivation, Willingness to Write, ESL
Abstract
For many ESL learners, writing in a second language can be quite a daunting task, especially in academic settings where clarity, structure, and confidence are essential. Even with different teaching methods, writing is still seen as the hardest language skill, frequently linked to feelings of anxiety and a lack of motivation. This conceptual paper explores how writing anxiety and writing motivation affect the willingness to write (WTW) among ESL learners, particularly focussing on engineering undergraduates. This study examines the connections between various forms of writing anxiety (somatic, cognitive, and avoidance) and motivation, utilising the theoretical frameworks of Foreign Language Anxiety and Self-Determination Theory. It also investigates how different types of motivation, both autonomous and controlled, influence WTW. Research indicates a lack of clarity regarding the influence of anxiety and motivational factors on the writing behaviours of ESL students, especially in the context of engineering students. This paper presents a conceptual framework designed to illustrate the connections between these constructs and to formulate hypotheses for future empirical studies. The model seeks to offer meaningful insights for educators as they create interventions that can help with anxiety, boost motivation, and ultimately encourage ESL learners to participate more actively in writing tasks.