INVESTIGATING WRITING ANXIETY AMONG INDONESIAN PRE-SERVICE TEACHERS POST THE COVID-19 PANDEMIC

INVESTIGATING WRITING ANXIETY AMONG INDONESIAN
PRE-SERVICE TEACHERS POST THE COVID-19 PANDEMIC

ABSTRACT

Preservice teachers with writing anxiety were studied at the English Education
Department of Dharma Acarya Universitas Hindu Negeri I Gusti Bagus Sugriwa
Denpasar's advanced writing course. The study looked at the participants' varied writing
worries, as well as their origins and coping mechanisms. The mixed-method study
comprised quantitative survey data as well as qualitative interview data. Preservice
teachers demonstrated avoidance behavior, somatic discomfort, and cognitive anxiety in
advanced writing assignments. To deal with their anxieties, participants used a variety
of learning strategies. Some of these solutions included cognitive-behavioral
approaches, active coping, meditation, online resources, and teacher and peer support.
The findings recommended strategies for assisting preservice teachers in overcoming
writing anxiety. Writing anxiety awareness and management in the curriculum, writing
support and guidance, gradual exposure and practice, peer collaboration and support,
technology and digital writing aids, self-study resources, focusing on process over
product, and promoting a growth mindset were among the suggestions.
Keywords: writing anxiety, Pre-service teachers, cognitive anxiety, somatic anxiety,
avoidance anxiety