A Survey of Foreign Language Writing Anxiety among Chinese High School Students

Abstract

Currently, there is anxiety in English writing among Chinese high school students, but there is a lack of research on this group in this field. This paper conducted an experiment on foreign language writing anxiety among Chinese high school students. This experiment was based on a survey questionnaire improved from the scale, and a questionnaire survey was conducted on 102 participants, identifying three factors that lead to writing anxiety: Conceptual &Exam Anxiety, Practice&Avoidance Anxiety, and Writing Habit Anxiety. Research has found that Chinese high school students generally experience foreign language (English) writing anxiety, with an average of moderate to high. There is a significant difference in the level of anxiety between the high and low-writing achievement groups in different types. There is a significant negative correlation between writing anxiety and academic performance. Through further research and discussion, it has been found that there are problems with the current teaching arrangement of high school English writing, mainly manifested in the lack of emphasis on writing, the inability of teachers to provide effective assistance to students, and the unreasonable arrangement of exam structures. These are all reasons that cause students to develop writing anxiety. This paper proposes corresponding solutions based on the identified problems.