EFL students’ levels of writing anxieties and their probable causes: A study at SMKN 1 Payakumbuh

Abstract

This study examined the levels of each type of writing anxiety and its probable causes among EFL students at SMKN 1 Payakumbuh. Writing anxiety remains a significant issue among EFL learners, particularly in vocational high schools where students are required to complete various writing tasks under academic demands and time constraints. Using a descriptive quantitative design, the study involved 127 eleventh-grade students selected through cluster random sampling from four classes, namely Accounting 3, DKV 2, Marketing 2, and Office 1. Data were collected using the Second Language Writing Anxiety Inventory (SLWAI) and the Causes of Writing Anxiety Inventory (CWAI), both of which employed a four-point Likert scale. The findings revealed that students experienced high to very high levels of writing anxiety. Among the three types of writing anxiety, somatic anxiety was the most dominant (SLWAI = 3.27, Very High), followed by cognitive anxiety (3.05, High) and avoidance behavior (2.85, High). The main causes of writing anxiety were the high frequency of writing assignments (CWAI = 3.27, Very High), time pressure (3.25, Very High), and pressure to produce perfect work (3.05, High). Other contributing factors included topic difficulty, low self-confidence, limited writing practice, language difficulties, and fear of negative evaluation. Therefore, this study recommends reducing assignment overload, allocating sufficient time for writing activities, and fostering a supportive learning environment to minimize writing anxiety and improve students’ writing.