Writing anxiety is an issue faced by numerous students due to the traditional composing teaching method overwhelmingly followed in Pakistan. The paper aimed to distinguish the techniques that pre-university understudies used to decrease writing anxiety during the process-genre teaching methodology (PGA). In this qualitative investigation, a convenient sampling practice was followed. Data collection was completed through interviews and non-participant observation. Four strategies were suggested by the students to reduce writing anxiety while taught through PGA; cooperative composition, planning, peers' and educators' positive input and valuable analysis and applying a recursive course of composing for various kinds of academic writing. The review presumed that writing anxiety is a broad prevailing concern among ESL students and the traditional teaching writing product approach should be supplanted with the process-genre approach to curb writing anxiety.
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Ajmal et al. (2023) studied this question.