Alleviating Writing Anxiety among Beginner Learners: Strategies and Implications
DOI:
https://doi.org/10.62051/jedss.v1n2.06Keywords:
Writing anxiety, Process writing, Metalinguistic feedback, AI-assisted learningAbstract
Writing anxiety in English is a common affective barrier that hinders the language development process and learning confidence of beginner learners. To explore pathways for its alleviation, this study constructs a three-dimensional strategic framework integrating pedagogical intervention, psychological support, and technology empowerment through literature analysis. The research indicates that writing anxiety is typically associated with multiple factors, including insufficient language proficiency, cognitive overload, and evaluation pressure. Based on this, the paper examines corresponding alleviation pathways. At the pedagogical level, the application of the process writing approach may help structure writing tasks, while metalinguistic feedback could potentially facilitate deeper cognitive processing. At the psychological level, fostering a growth mindset and establishing a multi-feedback model might contribute to creating a supportive learning environment. At the technological level, the judicious use of AI-assisted tools can provide learners with immediate support, alleviating their cognitive and affective load to some extent. This paper suggests that through such multi-dimensional and systematic integrated interventions, it may be possible to offer theoretical reference and practical insights for alleviating writing anxiety among beginners and promoting the development of their writing self-efficacy and expressive abilities.
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