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All Journal Jurnal Ilmu Pendidikan IJEE (Indonesian Journal of English Education) Jurnal Arbitrer Celt: A Journal of Culture, English Language Teaching & Literature Abjadia, International Journal of Education Journal on English as a Foreign Language (JEFL) ELT Echo Journal of English Literacy Education Jurnal SOLMA JMM (Jurnal Masyarakat Mandiri) Jurnal Ketahanan Pangan Voices of English Language Education Society Jurnal Pendidikan dan Kebudayaan Jurnal Manajemen Bisnis dan Kewirausahaan JEELS (Journal of English Education and Linguistics Studies) Jurnal Pendidikan Progresif
Ika Hidayanti
FKIP Universitas ISlam Malang
Agriculture, Biological Sciences & Forestry Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Jurnal Pendidikan Progresif

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Can Writing Anxiety Change Over Time? Evidence from a Mixed-Method Study Ni'mah, Dzurriyyatun; Kurniasih, Kurniasih; Hidayanti, Ika; Nadzri, Fazyudi Ahmad
Jurnal Pendidikan Progresif Vol 16, No 2 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i2.pp793-808

Abstract

Researching the role of psychology in language learning is interesting because of its significant impact, particularly on emotion, which is believed to be at the heart of language learning. Some theories of language learning acquisition believe that anxiety is a situation-specific psychological aspect that may remain stable in any learning situation.   This study delves into the difference in writing anxiety over time (within 2022-2025). A total of 33 EFL students have fully participated in this study since 2022 (at the beginning of their study) until their final year (2025). Adopting a mixed-methods design, the quantitative data were obtained from the SLWAI Questionnaire developed by Cheng (2004), and the qualitative data were collected through interviews with selected students whose anxiety remained stable, increased, or decreased over the course of their study. The interviews were conducted face-to-face, guided by interview guidelines that could be further developed based on participants' responses. The findings revealed significant differences in writing anxiety from 2022 to 2025. However, the level remains stable over time, which means that students have a high level of anxiety with different mean scores. The mean score was 74.36 (high) in 2022, 71.82 (high) in 2023, and 69.03 (high) in 2025. The students have explained various factors causing changes in anxiety over time, including a shift in focus from speaking to writing, international academic endeavors, adequate background knowledge of writing topics, and factors related to teachers and peers. This study encourages writing teachers to implement anxiety-reducing strategies to alleviate students’ writing anxiety. Suggestions for further research are also provided. Keywords: writing anxiety, EFL students, longitudinal study, qualitative.
Co-Authors Alaydrus, Yahya Alfan Zuhairi Arista Fauzi Kartika Sari Asnas, Sania Alinda Mouli Atik Umamah Azami, Mochammad Imron Durotun Nasihah Eko Suhartoyo Eko Suhartoyo, Eko Elfiyanto, Sonny Fitri Awaliyatus Sholihah Jihadi, Muhammad Khusniyah, Zalfa Amirah Kurniasih Kurniasih Kurniasih Kurniasih Kurniasih Kurniasih Kurniasih Luluk Sri Agus Prasetyoningsih Mei, Lick Cheok Nadzri, Fazyudi Ahmad Ni'mah, Dzurriyyatun Nugroho, Mochammad Khosy Xavier Oktavia, Fathia Afray Vita Purnawan, I Kadek Qudsiyah, Zuhriyatun Nur Santoso, Widyana Putri Shahrom, Syahreena Mohd Surya Sari Faradiba Widowati, Diah Retno Yuliana Ayu Pertiwi