Writing anxiety and its causes of pre-service teachers in an EFL context: Preliminary study

摘要

This study investigated writing anxiety and its causes with 35-pre service teachers of English education department of Mulawarman University. Second Language Writing Anxiety Inventory (SLWAI) by Cheng (2004) were administered to measure writing anxiety of second language in terms of Somatic Anxiety, Avoidance Behavior, and Cognitive Anxiety. The results show that showed that the students cognitive anxiety is the most dominant experienced by the students (37.4%), followed avoidance behavior and somatic anxiety with 32.6% and 29.9% respectively. Related to cognitive anxiety the results implied that the students participated in this study are not worried if their writing are worse than their classmates or to be evaluated or receive poor grade. The results of somatic anxiety indicate that writing activity is unfavorable skill to be completed as the students are still tense when they are required to do writing composition. In avoidance behavior, the results implied that the students wrote English but if they are not asked they will not to do it.