Speaker
Description
Anxiety is widely recognized as an influential factor in second-language learning, yet relatively little attention has been given to writing anxiety in medical education contexts in Japan. This presentation explores the extent and nature of second-language writing anxiety among Japanese medical students enrolled in an English course. Using a standardized survey instrument administered prior to instruction, the study examines overall anxiety levels as well as dominant anxiety types. Findings suggest that writing anxiety is common in this population, with certain forms appearing more prominent than others. The presentation concludes by considering pedagogical implications for medical English courses and strategies for reducing learner anxiety in academic writing settings.