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Description
This presentation outlines the results of a study into the levels and types of second language (L2) writing anxiety among Japanese medical students. Recognizing anxiety as a significant affective factor in L2 acquisition, the research focuses specifically on writing, an area shown to be particularly susceptible to anxiety-related performance issues. The study addresses two research questions: (1) the overall levels of foreign language writing anxiety among Japanese medical students, and (2) the specific types of anxiety they experience.
A total of 111 second-year Japanese medical students enrolled in a compulsory English course participated in the study. Prior to the course, participants completed the Second Language Writing Anxiety Inventory (SLWAI), a validated instrument measuring three dimensions of anxiety: cognitive, somatic, and avoidance behavior. The survey was administered bilingually (English and Japanese) to ensure comprehension.
Results indicate that a substantial majority of students (83.8%) experience high levels of writing anxiety, with an overall mean score of 76.6. Only a small proportion reported moderate (14.4%) or low (1.8%) anxiety levels. Among the three anxiety types, cognitive anxiety emerged as the most prominent, suggesting that fear of negative evaluation and test-related pressure are key concerns. Avoidance behavior was the second most common, indicating a tendency among students to evade writing tasks, while somatic anxiety, though least prevalent, was still widely reported.
These findings highlight the pervasive nature of writing anxiety in this population and underscore the importance of addressing cognitive and behavioral factors in L2 instruction. Reducing anxiety may play a crucial role in improving both writing performance and overall language acquisition among Japanese medical students.