رابطه بین اضطراب نوشتاری زبان آموزان ایرانی در مقطع کارشناسی ارشد آموزش زبان انگلیسی (EFL) و عملکرد نوشتاری آن ها در یادگیری زبان از راه دور

Writing is considered one of the most complex language skills because it requires the integration of linguistic knowledge, cognitive processing, metacognitive regulation, and emotional control. Among the affective variables influencing second language learning, anxiety has consistently been identified as one of the strongest predictors of language achievement and performance (Horwitz et al., ۱۹۸۶; MacIntyre & Gardner, ۱۹۸۹, ۱۹۹۴; Horwitz, ۲۰۰۱). In recent years, the rapid growth of distance language learning has created new educational opportunities while simultaneously introducing challenges related to learner autonomy, self-regulation, motivation, and emotional adaptation. Consequently, investigating the relationship between writing anxiety and writing performance in online and distance learning environments has become increasingly important. The present study examined the relationship between writing anxiety and writing performance among Iranian intermediate EFL learners participating in distance language learning programs. Seventy-five adult learners participated in the study. Data were collected through a writing anxiety measure and a writing performance assessment. Descriptive analyses revealed that writing anxiety was prevalent among participants, with ۴۲ learners classified as highly anxious, ۲۱ moderately anxious, and ۱۲ experiencing low levels of anxiety. Pearson correlation analysis demonstrated a strong negative relationship between writing anxiety and writing performance (r = −۰.۷۹۳, p = ۰.۰۰). The findings indicate that learners experiencing higher levels of writing anxiety tend to achieve lower levels of writing performance. The results support previous theoretical and empirical research emphasizing the detrimental effects of anxiety on language learning and language production (Aida, ۱۹۹۴; Cheng, ۲۰۰۲; MacIntyre & Gardner, ۱۹۹۴; Philips, ۱۹۹۲). The study highlights the importance of creating supportive online learning environments and implementing instructional practices that reduce anxiety while promoting learner confidence and engagement. Implications for distance language learning, online writing instruction, and future research are discussed.

کلیدواژه ها:

Writing Anxiety ، Writing Performance ، Foreign Language Anxiety ، Distance Language Learning ، Iranian EFL Learners ، Online Writing Instruction ، Language Achievement