A Mixed Methods Study: Investigation of Academic Writing Anxiety Among EFL Students Based on Gender and Their Strategies for Overcoming Their Anxiety

Abstract

Writing skills are crucial for students in higher education, especially those studying English as a Foreign Language (EFL). Completing final assignments such as undergraduate thesis at the end of their studies can cause anxiety. So, it is essential to investigate students' writing anxiety. In addition, gender plays an important role in language learning. So, gender analysis is needed to understand differences in language use between female and male students. Therefore, this study used a mixed-method design to analyze students' levels of writing anxiety based on gender, types of anxiety, causal factors, and strategies used to overcome it. The participants in this research were 95 seventh-semester English students at Universitas Islam Malang, comprising 61 female and 34 male students. Data collection tools utilized in this research were the Second Language Writing Anxiety Inventory (SLWAI) developed by Cheng (2004), the Causes of Writing Anxiety Inventory (CWAI) developed by Rezaei and Jafari (2014), and interview guidelines regarding strategies for dealing with anxiety. Independent t-test analysis was used to evaluate differences in writing anxiety between gender and type of anxiety. Also, descriptive analysis was conducted to identify the main factors contributing to academic writing anxiety. In addition, content analysis was used to explore the various strategies students used to overcome their anxiety. The results showed several interesting points. In the first finding, there was a significant difference in anxiety levels between female and male students. Female students obtained a mean score of (69.92), indicating a high level of anxiety. In contrast, male students obtained a mean score of (62.44), indicating a moderate level. The second finding showed the dominance of cognitive anxiety, with a significant difference between female students, with an average score of (25.23) and male students, with an average score of (22.62). Somatic anxiety also differed significantly between female students, with an average score of (23.49), and male students, with an average score of (20.18). However, there was no significant difference in anxiety avoidance behavior between female students, with an average score of (20.97) and male students, with an average score of (19.97). The third finding showed that linguistic difficulties were the main cause of anxiety in both genders. Also, time pressure was a factor that caused anxiety in female students. In addition, students used various strategies to overcome writing anxiety. They used artificial intelligence to overcome linguistic difficulties, set deadlines as motivation to overcome time pressure and read mentor texts to overcome anxiety due to insufficient writing techniques. This research implies that diverse approaches to support students in overcoming writing anxiety are essential. One way is through the use of artificial intelligence. However, it is necessary to emphasize high academic responsibility and authority so that the use of this technology is not only effective but also ethical. Keywords: coping strategies, factors, gender differences, writing anxiety.