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All Journal JOURNAL OF APPLIED LINGUISTICS AND LITERATURE International Journal of Innovation and Education Research
Izwandi, Alya Afifah
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Undergraduate Students' Perceptions of Writing Anxiety in English Academic Writing in Taiwan Izwandi, Alya Afifah
International Journal of Innovation and Education Research Vol. 4 No. 1 (2025): International Journal of Innovation and Education Research (IJIER)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v3i2.41924

Abstract

This study investigates Taiwanese undergraduate students' perceptions of writing anxiety in academic English writing. The goal of the study was to examine anxiety levels and identify the methods students use to cope with them. A mixed-methods approach was employed, using both qualitative interviews and a Writing Anxiety Perception Questionnaire. The questionnaire assessed three forms of anxiety: avoidance behavior, physical anxiety, and cognitive anxiety. The findings revealed that writing anxiety ranged from mild to severe, with physical and cognitive anxiety being the most prevalent. Students reported that the primary causes of their anxiety were physical symptoms such as nervousness and the fear of receiving poor grades. Qualitative interviews identified several coping strategies, including clarifying assignment criteria, breaking tasks into smaller goals, and drawing on prior experiences. Additionally, structured writing techniques such as brainstorming and outlining, along with feedback from peers and teachers, were found to help reduce anxiety and improve writing outcomes. The results emphasize the importance of addressing writing anxiety in educational settings for students to succeed. Educators can support students by teaching effective writing techniques, creating a positive learning environment, and providing regular feedback. Specialized interventions for both local and international students are recommended to further reduce anxiety and improve writing proficiency, ultimately enhancing academic performance. Keywords: Perceptions of Writing Anxiety, Undergraduate Students, English Academic Writing
Linguistic and non-linguistic communication strategies employed by English non-native speaker hosts in talk shows and on-location interviews on SEA Today TV Izwandi, Alya Afifah; Ira Maisarah; Safnil Arsyad; Alamsyah Harahap
JOALL (Journal of Applied Linguistics and Literature) Vol. 10 No. 2 (2025): August 2025 (In Progress)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v10i2.44130

Abstract

English non-native speaker (NNS) hosts in television broadcasting often face communicative pressures where maintaining fluency, accuracy, and audience engagement is critical. These challenges require the use of compensatory strategies, that is, techniques to overcome gaps in linguistic proficiency and sustain interaction. This study investigates the linguistic and non-linguistic communication strategies employed by NNS hosts on SEA Today TV across two formats: talk shows (TS) and on-location interviews (OL). Using a mixed-methods content analysis, 20 purposively selected broadcast episodes (2021–2025) were examined to represent program variety and host diversity. Data were coded using an adapted version of Farrahi’s (2011) taxonomy, with 20% of the corpus double-coded; inter-rater reliability (Cohen’s κ TS = 1.000; Cohen’s κ OL = 0.875) confirmed coding consistency. The findings identified two main groups of strategies (linguistic and non-linguistic) comprising sixteen subcategories, of which fourteen were observed. Eight strategies, including approximation, elaboration, and body gestures, emerged as a shared “core repertoire.” Contextual contrasts were also evident: talk shows displayed higher reliance on appeal for help and circumlocution due to their collaborative studio setting. At the same time, on-location interviews emphasized elaboration and environmental gestures in response to real-time unpredictability. These results demonstrate that NNS hosts flexibly adapt a stable repertoire of strategies to context-specific demands. Pedagogically, the results suggest that broadcaster training and English as a Lingua Franca (ELF) instruction should explicitly incorporate communication strategy practice. For instance, training modules could simulate on-location unpredictability to help hosts practise elaboration and approximation strategies, while studio-based exercises could focus on appeals for help and interactional alignment with co-hosts and guests. Such targeted activities would strengthen broadcasters’ strategic competence, enabling them to manage linguistic limitations more effectively in diverse communicative settings.
Co-Authors Alamsyah Harahap Ira Maisarah Safnil Arsyad