Speaker
Description
The present study investigates upper secondary school students’ perceived anxiety and its impact on their learning to write in English in classroom settings at a high school in Hue City, Vietnam. The research adopts a convergent mixed-methods design. Quantitative data are collected through an adapted version of Cheng’s (2004) Second Language Writing Anxiety Inventory (SLWAI), while qualitative data are gathered through semi-structured interviews and learner logs. Approximately 80 students from Grades 10 to 12 participate in the questionnaire survey, and selected students representing different anxiety levels take part in interviews and reflective writing logs. The findings indicate that many upper secondary students experience moderate to high levels of writing anxiety, particularly cognitive anxiety and fear of negative evaluation. Anxiety also negatively influences students’ confidence, idea generation, language use, and engagement in classroom writing activities. In addition, classroom practices, assessment pressure, and limited confidence in English proficiency contribute significantly to students’ writing anxiety. The study is expected to contribute to a better understanding of writing anxiety in Vietnamese upper secondary EFL classrooms and provide pedagogical implications for creating more supportive and less anxiety-provoking writing instruction. The study also offers valuable insights for teachers, curriculum designers, and educational stakeholders seeking to improve students’ writing experiences and learning outcomes in English classrooms.
Biography
I am currently an English teacher at Vinh Loc High School in Hue City, Vietnam. At the same time, I am pursuing a Master’s degree in English Language Teaching Methodology at the University of Foreign Languages, Hue University. My academic and professional interests include English language teaching, second language acquisition, and writing instruction in EFL contexts.
With experience teaching English to upper secondary school students, I have become particularly interested in the challenges learners face in developing writing skills, especially writing anxiety in classroom settings. My current research focuses on English writing anxiety among high school students and its impact on their learning performance and classroom participation. Through my teaching and research, I aim to explore practical and supportive pedagogical approaches that can help students become more confident and effective writers in English.
I am also interested in learner-centered teaching methods, classroom interaction, and the integration of innovative strategies to improve students’ engagement and language proficiency. By participating in academic conferences and professional development activities, I hope to broaden my knowledge, exchange ideas with educators and researchers, and contribute to the improvement of English language education in Vietnam.
| Affiliate type | Vietnamese public school |
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