چكيده به لاتين
This study explored writing anxiety profiles (i.e., cognitive, somatic, and avoidance
behavior) of MA students when producing argumentative writings, one of the most challenging
writing genres, in an EFL context. To contribute to this fresh line of research, this qualitative
study, using multiple sources such as a semi-structured interview, a narrative inquiry, diaries,
and a feedback sheet, examined Iranian EFL post-graduate students’ writing anxiety in an
academic writing course. The researcher found out that almost all of the students experienced
anxiety when producing argumentative texts. The findings revealed that cognitive anxiety was
the most frequent type of writing anxiety among students. The second most frequent was
somatic anxiety and the least common was avoidance behaviour. Also, findings revealed that
the most important anxiety-provoking factors mentioned by students were time limitation,
instructor’s expectation, peer pressure, receiving feedback, judgement of others, low English
proficiency, not having ideas and sufficient practice, lack of enough writing tools, and inability
to choose the correct English words in the context. On the other hand, they mentioned that
numerous practices, beneficial feedback, sufficient training, high general English, having a
qualified and skilful instructor in writing, not being afraid of expressing ideas and being judged
by others, having enough time, gathering information and raising awareness about the topic,
the behaviour of the instructor, and having strong tools can overcome the anxiety caused by
writing argumentative texts. All the students acknowledged that at the end of the course, their
writing anxiety reduced and their attitude towards writing has been changed. Implications and
recommendations are discussed in light of the findings.
