Do anxiety and English proficiency level affect writing performance in second language (L2) learning?

Clemente Rodríguez-Sabiote; Lidia Serna-Quiles; José Álvarez-Rodríguez; Rosa Pilar Gámez-Durán

doi:10.18172/jes.3151

Authors

Clemente Rodríguez-Sabiote University of Granada
Lidia Serna-Quiles High School Teacher, Granada
José Álvarez-Rodríguez University of Granada
Rosa Pilar Gámez-Durán Primary Teacher, Granada

DOI:

https://doi.org/10.18172/jes.3151

Keywords:

Writing performance in L2, anxiety, English proficiency level, adolescence

Abstract

The present study shows a piece of research conducted to establish the degree of correlation between anxiety and English proficiency level of adolescents with writing performance in second language (L2) learning. For this purpose, we have developed a predictive-correlational study taking under consideration students from ahigh schoolofGranada(Spain). In our present study, we find that the English proficiency level predictor variable is more closely correlated with writing performance than anxiety. Although the anxiety variable has shown a negative correlation to writing performance, only the former English Proficiency Level has been included in the linear multiple regression model as the single and efficient predictor.

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Author Biography

Clemente Rodríguez-Sabiote, University of Granada

Departamento de Métodos de Investigación y Diagnóstico en Educación

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