Abstract:

Previous studies show that second language writing anxiety negatively influences  learners’ attitudes, achievement, and performance and hinders their writing and learning process. In line with this, our study focused on capturing the anxiety levels of a group of B2 level EFL learners studying at a preparatory school, and the sources and consequences of their L2 writing anxiety. Both quantitative (SLWAI by Cheng, 2004) and qualitative (a questionnaire with open-ended questions, and interviews) research methods were used in the study. The results showed that the participants in this study had high to moderate level of L2 writing anxiety. The participants reported that they feel more L2 writing anxiety during exams than writing in class or at home. Topic selection, finding supporting ideas, time limitation, and lack of effective feedback were found to be the most anxiety-provoking factors for the participants, which were followed by grammar for writing, brainstorming, and idea organization.