Writing anxiety among ESL learners in the Philippines

Writing anxiety among ESL learners in the Philippines: A scoping review

English Language Learning Strategies among ESL Students in Malaysia: A Systematic Literature Review

The Systematic Literature Review (SLR) investigates English Language Learning Strategies (LLS) employed by ESL students within the Malaysian educational context, particularly focusing the period of 2018 to 2024 after the implementation of the Common European Framework of Reference (CEFR). Guided by PRISMA protocols, seven empirical studies were selected from Scopus and Web of Sciences databases based on meticulous inclusion and exclusion criteria. It was found that metacognitive strategies such as planning, monitoring and evaluating were the most widely used and effective across various education levels, followed by cognitive and socio-affective strategies. It had also revealed that university students were the most frequently studied population, leaving a research gap in primary, secondary and vocational education settings. The review underscored the need for more diversified research to inform pedagogical innovation and enhance teacher training programs to fit the students’ strategic learning needs. The review contributed to a clearer understanding of how LLS facilitate English proficiency among Malaysian ESL learners.   

The Influence of Writing Strategies on Different Types of Writing Anxiety

Writing anxiety has become a common challenge among learners in higher education, particularly in academic writing tasks that require critical thinking, language accuracy, and effective communication. The use of appropriate writing strategies is believed to help learners manage writing difficulties and reduce anxiety during the writing process. Therefore, this study investigates the influence of writing strategies on different types of writing anxiety among tertiary learners. Specifically, the study examines the relationship between writing strategies and writing anxiety across gender, course of study, and SPM CEFR level, as well as learners’ perceptions of writing strategies, cognitive anxiety, somatic anxiety, and avoidance behaviour. This quantitative study employed a survey design involving 331 participants from various courses of study at a higher learning institution. The instrument consisted of a 5-point Likert-scale questionnaire adapted from Cheng (2004) and Raoofi et al. (2017), comprising 44 items divided into sections on writing anxiety and writing strategies. Data were analysed using SPSS through descriptive, inferential, and correlational analyses. The findings revealed significant differences in writing strategies across gender and significant differences in writing anxiety across the course of study. However, no significant differences were found across SPM CEFR levels. Correlation analysis further indicated a weak but significant negative relationship between writing strategies and both cognitive and somatic anxiety, suggesting that the increased use of writing strategies may help reduce learners’ anxiety in writing. The study also showed that learners generally demonstrated positive perceptions towards the use of metacognitive, cognitive, social, affective, and effort regulation strategies in writing. The findings imply that writing instructors should integrate effective writing strategies into classroom practices to help learners manage writing anxiety and improve their writing performance. Future studies may further explore other factors influencing writing anxiety using different contexts and research approaches.

Psychological, pedagogical, and contextual determinants of oral english proficiency among Ecuadorian secondary efl students

English oral proficiency is one of the most complex competencies to cultivate in English as a Foreign Language (EFL) setting, particularly within educational systems that offer limited opportunities for genuine communication. Although numerous studies have identified foreign language anxiety, pedagogical practices, and language exposure as factors linked to oral performance, there is still insufficient evidence regarding the interplay of these determinants among secondary school students in Ecuador. The aim of this research was to examine the psychological, pedagogical, and contextual elements influencing the English oral proficiency of first-year high school students at the Alfonso Quiñónez George Educational Unit in Esmeraldas, Ecuador. A qualitative, descriptive approach was employed, utilizing semi-structured interviews, non-participant classroom observation, and focus groups as primary data collection techniques. The data underwent thematic analysis and methodological triangulation to strengthen the reliability of the findings. The results indicated that anxiety associated with using English is the primary obstacle to oral communication, while pedagogical practices focused on grammar instruction and limited exposure to the language outside the academic setting restrict opportunities for communicative interaction. Empirical evidence demonstrated that these elements operate interdependently, creating an environment that shapes the development of oral proficiency.

Exploring the Relationships among Self-Efficacy, Writing Motivation and Writing Strategies

Writing remains one of the most challenging skills for many English as a Second Language (ESL) learners, especially in higher education settings. This study examined university ESL learners’ perceptions of writing self-efficacy, writing motivation, and writing strategies, as well as the relationships among these variables across gender, faculty, and SPM English achievement. A quantitative survey design was employed involving 318 university students from different faculties in a Malaysian public university. Data were analysed using descriptive statistics, Pearson correlation, independent samples t-test, and one-way ANOVA. The findings revealed that students generally demonstrated positive perceptions towards writing self-efficacy, writing motivation, and writing strategy use. Students appeared more confident when given sufficient time to complete writing tasks and frequently relied on revising, editing, peer support, and self-encouragement during the writing process. Strong positive relationships were also found between self-efficacy, writing motivation, and writing strategies. In addition, no significant differences were found across gender and faculty. However, significant differences were identified across SPM English achievement, particularly in students’ self-efficacy and writing motivation. Interestingly, students from different achievement groups appeared to use writing strategies at relatively similar levels. These findings suggest that writing performance may be influenced not only by students’ knowledge of writing strategies, but also by their confidence and motivation towards writing. The study highlights the importance of creating supportive ESL writing environments that help students develop both writing skills and self-confidence.

Investigating ESL Students’ Perceptions of Collaborative Learning in Overcoming Oral Presentation Difficulties

Speaking remains a primary source of anxiety for ESL learners due to low confidence and the fear of making mistakes. This study investigated how collaborative learning influences learners’ engagement and active participation during speaking activities. Guided by Vygotsky’s sociocultural theory and the principles of Communicative Language Teaching (CLT), the research explored how peer interaction reduces emotional barriers and promotes 21st-century skills. A quantitative survey design was employed, involving 50 students enrolled in English-related courses who were selected via convenience sampling. Data were collected using a structured five-point Likert scale questionnaire focusing on speaking anxiety, oral presentation difficulties, and perceptions of collaborative learning. The data were analysed using descriptive statistics (means and standard deviations) in SPSS. The findings revealed that while students experience moderate speaking anxiety (M = 3.66 for nervousness) and face challenges related to language proficiency (M = 3.76), they hold strongly positive perceptions of collaborative learning. Most items regarding collaborative activities recorded mean scores above 4.00, with students noting that working in groups increases their confidence (M = 4.18) and provides more opportunities to practice (M = 4.32). The study concludes that integrating group-based tasks into the ESL classroom creates a supportive environment that enhances motivation and oral communication competence.