Interventions Addressing Writing Anxiety and Its Factors

Abstract

This study examined writing anxiety and its contributory factors among Grade 8 learners at Agdangan National High School and used the findings to develop a school-based writing intervention module. A descriptive-developmental approach was employed with 20 Grade 8 students purposively nominated by their English teachers because they exhibited signs of writing anxiety. Data were gathered through a researcher-made questionnaire, interviews, focus group discussions, classroom observations, and writing-task observations; the proposed module was subsequently evaluated by five school-based validators using the LRMDS Evaluation Sheet 6.4. Descriptive mean scores and qualitative coding were used, while Fleiss' kappa described response agreement and the source manuscript reports acceptable internal consistency at the recommended Cronbach's alpha threshold of .70. All four dimensions of writing anxiety were rated moderately high. Behavioral hesitation and rushing obtained means of 3.32, social concerns reached 3.28, emotional nervousness and feeling overwhelmed reached 3.20, and the leading cognitive concern, difficulty expressing thoughts clearly, obtained 3.16. Contributory factors were likewise moderately high across cognitive, behavioral, social, and emotional domains. The module, Conquering Writing Anxiety through Comprehensive Strategies, passed all LRMDS criteria, scoring 25.2/28 for content, 66.6/72 for format, 18.0/20 for presentation and organization, and 24/24 for accuracy and up-to-datedness. The findings support targeted instruction in writing processes, time management, stress regulation, supportive feedback, and confidence-building within a positive writing environment.