The Effect of Process-oriented Writing Course on University Students’ English Writing Anxiety and Reasons for Writing Anxiety

This study, conducted at a university, explores factors contributing to English writing anxiety and reasons for writing anxiety in freshmen and aims to find out the impact of a process-oriented English writing course. The study involved 96 students, who completed surveys before and after participating in the course, which revealed decreased anxiety across factors. IBM SPSS 27.0 statistical package was used to analyze the data. The following are the results of the study: 'Avoidance Behavior' demonstrated the most significant reduction, emphasizing the course's positive influence. Notably, students cited 'writing itself' and 'experiential aspects' as key anxiety triggers, underscoring the need for targeted interventions in these areas. The course effectively addressed Cognitive Anxiety and Avoidance Behaviors, contributing to an improved writing experience for participants. This study highlights the efficacy of process-oriented English writing courses in alleviating anxiety among university freshmen. Recommendations include refining course content to further target negative perceptions of writing itself and enhancing experiential aspects. Overall, this research supports ongoing efforts to enhance students' confidence in expressing themselves through English writing.