EFFECTS OF WRITING ANXIETY ON ENGLISH WRITING SKILLSS OF PUPILS AND

THE USE OF DIFFERENT WRITING STRATEGIES.

Writing serves the crucial goal of achieving written communication. The written forms
created should be correctly formatted, accurately written, and reader-friendly (Emilia, 2005,
2010; Emilia & Hamied, 2015). Only a few of the elements that specific readers may need in
specific settings include organization, correctness, and interpretations. For instance, academic
institutions like universities require academic or scientific writing. Writer's block and "writing
anxiety" are colloquial expressions describe a range of anxious and pessimistic thoughts
regarding writing. These emotions might not be prevalent throughout a person's literary career.
You might feel completely at ease writing a biology lab report but nervous about writing a paper
on a novel, for instance.

A crucial skill to master in higher education across fields is academic writing. Writing has
actually been identified as the most difficult skill for EFL students to master at the university
level. (Zoghipour & Nikou, 2016; Ariyanti, 2017; Pimsarn, 2013; Shukri, 2014). The difficulty lies
not just in the brainstorming process but also in organizing these jumbled thoughts into coherent
and accurate academic texts .According to Shang (2013), having a strong command of English
writing skills is essential to improving students' writing performances; as a result, having strong
English writing skills emerges as one of the key requirements for qualified EFL graduates. The
first and most important step to achieving academic success is the ability to produce high-
quality written work scholarly writing.

Amari (2013, p. 130) believes that writing methods are important factors influencing
writing quality. This strongly suggests that a student's writing is influenced by the writing
techniques they use when they are writing. In fact, the researcher has observed that favored
writing techniques aid pupils in improving the caliber of their writing. Additionally, because their
writing techniques usage and productivity are linked, it opens up the possibility of demonstrating
the genuine distinctions between the writing strategies used by high achievers and low
achievers. The outcome will then be helpful, particularly for those pupils who have inadequate
writing skills, in order to achieve a better outcome.

The majority of the population speaks English fluently, making it the preferred language
for international communication in the nation. However, few foreigners are aware that English
learners from the Philippines are also having trouble picking up the language. Some Filipinos
have no ability to talk or write in English. These groupings of people are what we refer to as the
"Indigenous People" group, which includes tribe members as well as villagers and mountain
dwellers. Additionally, there are the parents and adults who have never had the chance to
attend school. and kids from low-income families. Because English is taught as a subject in
schools and universities from kindergarten through college, and because proficiency is one of
the nations' strengths that helps drive the economy because the country is growing the demand
for BPO (Business Process Outstanding) services, the Philippines can be considered one of the
most English-speaking nations among non-native speakers. Because many Asian nations are
traveling to the Philippines to study English where tuition is less expensive, there is an
increasing demand for both in-person and online English teachers (Pachina,2020)

With these preceding ideas presented , the researcher would like to find out the Effects
of Writing Anxiety on English Writing Skills of Pupils and the Use of Different Writing Strategies.
 REFERENCES

P1
Emilia, E., & Hamied, F. A. (2015). Systemic functional linguistic genre pedagogy (SFL
GP) in a tertiary EFL writing context in Indonesia. TEFLIN Journal, 26(2), 155.
https://doi.org/10.15639/teflinjournal.v26i2/ 155-182

P2
Ariyanti, A. (2017). Foreign language anxiety in academic writing. Dinamika Ilmu, 17(1),
143 152.
P3

Asmari, A.A. (2013). Investigation of Writing Strategies, Writing Apprehension, and Writing
Achievement among Saudi EFL-Major Students. Canadian Center of Science and Education, 6(11), 130-
143.

P4

Pachina, E. (2020). Common Problems for English Learners in the Philippines. Elizaveta Pachina.
https://www.teflcourse.net/blog/common-problems-for-english-learners-in-the-philippines-ittt-tefl-
blog/