A study of writing - related anxiety in Malaysian diploma engineering students: a focus on cognitive, somatic, and avoidance behaviour

Developing English language competence is crucial for university students to achieve academic success, as it underpins effective communication and participation in academic activities. However, the path to writing proficiency presents significant challenges, particularly for non-native speakers like Malaysian diploma engineering students. This thesis investigates the complex difficulties encountered by this group in academic writing, focusing on the barriers they face and the writing anxiety that exacerbates these challenges. The study examines various educational dimensions, identifying linguistic barriers, psychological factors, and teaching methods that contribute to writing anxiety. It explores how cognitive, somatic, and avoidance behaviours manifest as negative thought patterns, physical symptoms like nervousness, and procrastination in response to writing tasks. By providing a comprehensive understanding of these factors, the research highlights the complex interaction between linguistic challenges, teaching practices, and individual cognitive tendencies. A mixed-methods approach was employed, combining quantitative surveys and qualitative interviews. The quantitative component assessed writing anxiety levels, their correlation with academic performance, and effective anxietyreducing strategies. The qualitative component included in-depth interviews to gain deeper insights into students' experiences. The findings reveal a strong negative correlation between writing anxiety and academic performance, with higher anxiety levels linked to lower grades and writing proficiency. Linguistic challenges, such as limited vocabulary and grammar issues, along with sociocultural factors like educational background, further intensify writing anxiety. The thesis emphasises the need for supportive, student-centered pedagogical approaches to alleviate anxiety and improve writing outcomes. Additionally, the study suggests the importance of tailored interventions that address both the psychological and linguistic aspects of writing anxiety. By synthesising theoretical insights with practical recommendations, this research contributes to enhancing writing proficiency and academic success among Malaysian diploma engineering students, offering pathways for future educational improvements.