Writing Anxiety and Writing Competence Among Junior High School Students

Authors

Mariefe E. Marquita

Abstract

This study examines the link between writing anxiety and writing competence among junior high school students, addressing the challenge that anxiety can pose to effective learning. The main aim was to investigate how different writing anxiety levels affect students’ writing ability competently. Using a descriptive-correlational design, the study involved 60 randomly selected students from a public school in Misamis Occidental, Philippines. Writing anxiety levels were measured using the Second Language Writing Anxiety Inventory (SLWAI), and writing competence was assessed through a persuasive essay rubric. Students were grouped by high or moderate anxiety based on their SLWAI scores. Key statistical analyses included mean and standard deviation calculations, Pearson’s correlation coefficient, and independent sample t-tests. Results indicated that students with high anxiety levels showed higher cognitive, somatic, and avoidance anxiety, along with lower writing competence, while those with moderate anxiety displayed average writing skills. However, the two groups had no statistically significant difference in competence. The study found a meaningful correlation between anxiety levels and writing competence. It was concluded that high-anxiety students experience distinct challenges, such as time pressure, while moderate-anxiety students feel more comfortable writing in English. Recommendations suggest that language teachers use a Language-Experience Approach, beginning at students’ comfort level and gradually addressing social factors contributing to anxiety. Expanding the study with more participants could improve the generalizability of these findings.

Keywords

Avoidance behavior anxiety; Writing anxiety; Writing competence; Persuasive; Cognitive anxiety; and Somatic anxiety.