Excellent writing skills are crucial for communication, assessment, education, and employment. However, second language learners often avoid writing due to negative emotions such as anxiety and distress, resulting in low willingness to write (WTW). This paper starts with the concepts of writing anxiety and WTW, analyzes the relationship between the two, and proposes three strategies—writing planning, writing monitoring, and writing evaluation—at the pre-writing, writing, and post-writing stages, aiming to provide practical pathways for reducing writing anxiety and improving WTW among second language learners.
Cite this paper
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