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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Indonesian TESOL Journal FOSTER: Journal of English Language Teaching Al Lughawiyaat Journal An-Nafs: Kajian Penelitian Psikologi Indonesian Journal of English Language Teaching and Applied Linguistics
Fakhruddin, Zulfah
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Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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The Correlation Between Students’ Writing Anxiety and B2 Level Achievement in Writing Proficiency Adianti, Astrid Dwi; Fakhruddin, Zulfah; Tjalla , Magdahalena; Kalsum, Kalsum
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 7 No. 1 (2026): April
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v7i1.14346

Abstract

Achieving B2-level writing proficiency based on the Common European Framework of Reference for Languages (CEFR) remains a challenge for many EFL university students. Beyond linguistic limitations, writing anxiety encompassing somatic, cognitive, and avoidance dimensions constitutes a critical affective barrier influencing students' writing performance. This study examined the correlation between students' writing anxiety and their B2-level writing proficiency in an EFL context at a State Islamic Institute in Indonesia. A quantitative correlational design was employed, involving 42 fourth-semester students of the English Education Program. Writing anxiety was measured using the Second Language Writing Anxiety Inventory (SLWAI), while writing proficiency was assessed through an IELTS Writing Task 2 test aligned with CEFR B2 descriptors. Data was analyzed using descriptive statistics and Pearson Product-Moment Correlation. The findings revealed that 85.7% of students experienced moderate anxiety, while 14.3% experienced high anxiety, with no students in the low-anxiety category. Regarding proficiency, 54.8% were at the B1 level and 45.2% reached B2. A statistically significant moderate negative correlation was found (r = −0.452, p = 0.003 < 0.05), confirming that higher writing anxiety is associated with lower B2 writing performance. The study interprets these findings through the lens of Krashen’s (1982) Affective Filter Hypothesis, Bandura’s (1997) Self-Efficacy Theory, and Sweller’s (1988) Cognitive Load Theory. Pedagogical implications encompass the adoption of low-anxiety classroom environments, process-based writing instruction, and structured feedback strategies to support CEFR-aligned writing development.
Co-Authors Abdul Haris Sunubi Adianti, Astrid Dwi Ambo Dalle Angraini, Najia Arqam, Arqam Dzulhijayani Ali, Alsa Faridh, Aco Zulham Indradewa, Rhian Jamal, Karmila Kalsum Kalsum Kalsum Karmila, Evi Miftahul Farid, Miftahul Mujahidah Mujahidah Mujahidah Mustary, Emilia Nur Afiah, Nur Nurhafizah Nurhafizah Rahmawati, Rahmawati Ramli Ramli Rustam, Utari Saepudin Saepudin Samaun, Siti Salina Sulvinajayanti Sulvinajayanti, Sulvinajayanti Tjalla , Magdahalena Tjalla, Maghdahalena Tjalla, Maghdalena Usman Usman