Investigating Students' Attitudes Twoards The Effect Of Foreign Language Anxiety On Easy Writing Achievement

Résumé: The instant study examined students' attitudes towards the towards the effect of foreign language writing anxiety on essay writing achievement, with second year LMD students of english at Larbi Ben M'Hidi university- Oum-El-Bouaghi. Likewise, it is executed for the sake of searching out the intensity of writing anxiety in dispersion through the current sample. Further, it looked for the chief originators of writing anxiety, and it aimed at figuring out its dimension (s) that was/ were exhibited by the sample's best part (Somatic, Cognitive, Avoidance Behaviour). On account of attaining both qualitative and quantitative descriptive data, a questionnaire was used. Additionally, the participants were supplied with the foreign language Writing Anxiety Inventory as it assisted at answering two research questions. Actually, the ultimate findings demonstrated that second year english students exhibit a moderate degree of writing anxiety, with the greater number of them suffering from somatic writing anxiety followed by a good number of them who were detected to have cognitive writing anxiety. Meanwhile, the raised hypothesis had been confirmed through students' responses to the questionnaire as well as through the correlational analysis between the two research variables. Chiefly, writing evaluation apprehension, low self-confidence, time pressure, knowledge deficiency, lack of practice, lack of topical knowledge, negative predispositions towards writing, teachers' overuse of criticism, and their focus on teaching the theoretical concepts and neglecting the practical aspects had been ascertained as the main sources of writing anxiety. Respectively, and on the basis of the pre-mentioned findings, a number of pedagogical implications which can lessen writing anxiety, attenuate its detrimental effects, enhance students' writing achievement, and maximize their attainment (grades) were enumerated.

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