Exploring the Role of Motivation in Reducing English Writing Anxiety among Undergraduate Students

Abstract

This study explores the role of motivation in reducing English writing anxiety among undergraduate learners. Writing anxiety is a common issue faced by second language learners, often caused by fear of making errors, negative assessment from teachers, and a lack of self-confidence. This nervousness can worse academic performance and reduce learner’ willingness to participate in writing works. The study is based on Self Determination Theory (Deci & Ryan, 1985). This theory explains that learners acquire better when they are encouraged. There are two main kinds of motivation: intrinsic motivation, which comes from the learner's own attention and goals, and extrinsic motivation, which comes from outside, like rewards, teacher support, and good grades. Both kinds of motivation can support students feel more confident and less anxious about writing. This study used a quantitative method. A survey with closed-ended questions has been used to collect data. The results has shown through simple statistics, like percentages, numbers, and charts. The findings of the research explains that enthusiasm plays an important role in reducing English writing nervousness among undergraduate learners. When students feel more encouraged particularly through personal interest and teacher inspiration, they experience less fear and stress while writing.