A Study on Academic English Writing Anxiety and Self-Regulated Writing Strategies among Graduate Students

Abstract

This study examines the relationship between academic English writing anxiety and self-regulated writing strategies among graduate students. Based on 64 valid questionnaire responses, descriptive statistics and Pearson correlation analysis were conducted. The results showed that 53.1% of the participants reported high levels of academic English writing anxiety. Emotional regulation strategies were used most frequently, whereas conceptualization strategies were used least frequently. A significant negative correlation was found between academic English writing anxiety and self-regulated writing strategies. The findings highlight the need to address graduate students’ writing anxiety and strengthen strategy-based instruction, especially in conceptualization strategies, to support academic English writing development.