Beyond Language Deficiency: A Qualitative Exploration of Writing Anxiety among Malaysian Diploma Engineering Students

Abstract

Writing in a second language (L2) is a cognitively demanding activity that requires learners to generate and organise ideas while simultaneously managing linguistic, rhetorical and audience-related demands. These demands may be accompanied by writing anxiety, particularly when learners perceive their linguistic resources as inadequate or anticipate negative evaluation. Although previous research has identified linguistic difficulties, fear of evaluation, low confidence and task-related pressures as potential sources of L2 writing anxiety, less attention has been given to how these factors are experienced as interconnected processes by students in discipline-specific higher education contexts. This study qualitatively explores the factors contributing to writing anxiety among Malaysian diploma engineering students. Semi-structured interviews were conducted with 12 semester three diploma engineering students enrolled in an academic English course at a Malaysian public university. The interview data were analysed thematically using ATLAS.ti, following Braun and Clarke’s (2006) thematic analysis framework. The qualitative findings were interpreted using Cheng’s (2004) three dimensions of writing anxiety: cognitive anxiety, somatic anxiety and avoidance behaviour. Linguistic difficulties, particularly grammatical problems and limited vocabulary, were prominent sources of cognitive anxiety. However, participants’ narratives demonstrated that anxiety extended beyond language proficiency to include performance pressure, fear of negative evaluation, negative self-perceptions, difficulty generating and developing ideas, social judgement, difficult topics and time constraints. Importantly, the findings suggest an interconnected experiential pattern in which linguistic and cognitive difficulties may be accompanied by frustration and self-doubt, followed by physical discomfort and, in some cases, disengagement from writing. The study therefore argues that L2 writing anxiety should be understood as a multidimensional and dynamic experience rather than simply a consequence of inadequate language proficiency. Pedagogically, the findings highlight the importance of combining linguistic scaffolding with supportive feedback practices, confidence-building opportunities and anxiety-sensitive writing instruction.