With Daly, Horwitz and Y-S-Cheng’s theoretical model of second language writing anxiety as research framework, this thesis surveyed English majors’English writing anxiety. Findings of the present study show that all of the English major stu⁃dents experience English writing anxiety. There is no significant difference in English anxiety among students from three different grades. There is significant difference in English writing anxiety between the students who hold positive attitudes towards English writing and those who hold negative attitudes towards English writing and there is significant difference in English writing anxi⁃ety among students who rated their English writing good, average and bad. Results from the qualitative study show the reasons why there is little difference in English writing anxiety among students from three different grades. What’s more, it is shown that the poor writing skills, cognitive anxiety, test anxiety and erroneous beliefs toward English writing are the main sources of Eng⁃lish writing anxiety.
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