WRITING APPREHENSION AND WRITING SKILLS AMONG ENGLISH-MAJOR STUDENTS: A CORRELATION-BASED APPROACH

Tóm tắt

This study investigated the relationship between students’ writing abilities and writing anxiety using two separate instruments: a questionnaire for assessing students’ writing anxiety and a writing test using descriptive texts to evaluate students’ writing skills. The target population for this study was the English department students of the University of Economics -Technology for Industries (UNETI), and it employed a quantitative correlational research methodology. In order to select a representative sample and represent the population, the researchers also used a correlational approach and cluster sampling. The researchers chose 35 second-year English major students from the second semester to serve as the sample for one class, which they used to conduct the analysis. The researchers found a negative link between students’ writing skills and writing anxiety, and they came to the conclusion that r = -0.642 was the association between the two. The more often students worried about writing, the worse their performance was on writing assessments, according to the inverse correlation. It can also be concluded that there is a significant relationship between students’ writing proficiency and their level of writing apprehension.