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The study aims to ascertain the degree to which Saudi tertiary level writers experience foreign language (FL), English, writing anxiety compared with other variables known to affect writing, such as motivation, types of self-efficacy or teacher assistance, how anxiety relates to those other variables, and whether the effects of anxiety on writing are always perceived as negative.

This study used questionnaire and interview data following writing tasks in two conditions (practice and exam).

The key findings were that, regardless of level or writing condition, writing anxiety emerged as the least strongly experienced of all the relevant variables. From factor analysis, it was found to be associated with perceived general English language proficiency and writing strategic ability and not with topic knowledge, teacher or motivational variables. Contrary to the assumption in much of the literature, many participants experienced some anxiety as having a positive effect on their English writing, in certain ways and at certain times (dependent on the writing condition) and not solely a negative impact.

Implications are drawn for theory and for the teaching of writing.

Drawn towards the end of the paper.

Any research on factors that affect writing seemingly has practical value and implications in such contexts, in addition to interest for L2 writing research and theory.

There remains a question that applies across the whole field of anxiety research in education and applied linguistics concerning whether anxiety is, as often assumed, always bad and so constitutes something to be removed, or whether in fact some degree of anxiety is actually helpful (Alpert and Haber, 1960). This study aims to answer.

The purpose of this paper is to investigate the causes, processes of writer’s block experienced by a group of classroom teacher candidates and its impact on them.

The phenomenological design, which is a qualitative research design, was preferred in the research since it was aimed to investigate the causes, processes of writer’s block experienced by a group of classroom teacher candidates and its effects on the students.

As a result of the data analysis, it is possible to suggest the limitations of subject and time, problems in the process of writing teaching since primary school, anxiety of being controlled and assessed by grades, fear of being criticized, negativity of classroom settings, lack of information about writing, not being able to read and shortcomings in the vocabulary as the causes of writer’s block.

The research has some limitations. First, the research is only in the phenomenology design. Quantitative research is needed to determine the more common effects of outcomes. The other one is a limitation on the participants. A group of adult teacher candidates constitute the participants of this research. Writer’s block of students at different age levels can be examined longitudinally. Nevertheless, the results of the research have the theoretical implications for teaching writing. It specifically guides to understand and eliminate negative affective factors related to writing.

The results of this research have practical implications in terms of classroom practices. The results of the study show that there are practical implications for what should be considered in classroom writing teaching and to prevent the writer’s block.

Writer’s block is an affective state and the examination of it is important in terms of writing instruction. Many students suffer from writer’s block. However, this subject is neglected by writing researchers and educators. The authors expect the results to guide teachers and writing education researchers. Because of these reasons, this study is important and gives good contribution to literature.

Accounting practitioners and educators agree that effective oral and written communication skills are essential to success in the accounting profession. Despite numerous initiatives to improve accounting majors’ communication skills, many students remain deficient in this area. Communication literature suggests that one factor rendering these initiatives ineffective is communication apprehension (CA). There is general agreement that accounting students around the globe have higher levels of CA than other majors. Therefore, accounting educators interested in improving students’ communication skills need to be aware of the dimensions and implications of CA. This chapter provides a review of the relevant literature on CA, with a focus on CA in accounting majors. It also presents intervention techniques for use in the classroom and makes suggestions for future research.

The purpose of this paper is to describe, reflect on, and problematize the curricula and student support created by the Writing Program at DePaul University’s School for New Learning. This case study discusses the challenges and considerations that the authors have used to develop writing classes and support for non-traditional adult students.

This qualitative case study emerges from the practical experience and theoretical knowledge of the three authors. The experience includes development, implementation, and revision of curricula and support services to fit the changing needs of the non-traditional student population.

The growing majority of students demonstrate at least one non-traditional characteristic: delayed postsecondary education enrollment, lack of high school diploma, part-time enrollment, full-time employment, multiple dependents besides a spouse, etc. In the face of institutional indifference, these populations frequently fail to receive the support that meets their particular needs.

Using their own experience of creating a Writing Program that meets the needs of adult non-traditional students, the authors discuss practical strategies for and possible pitfalls of providing writing support that can be adapted for similarly underserved student populations.

The paper does present interesting approaches for educating adult students. It covers the unique challenges in this population, and the the approaches that are specifically tailored toward meeting their needs.

This study aims to improve the Unified Theory of Acceptance and Use of Technology (UTAUT) model by examining technological anxiety and other influential factors on international students' adoption of mobile learning (m-learning) during COVID-19 emergency remote teaching (ERT).

This study utilized the modified UTAUT framework to test hypotheses through a cross-sectional survey method. Participants were university students studying Chinese as a foreign language who were selected using a convenience sampling approach. An online questionnaire was then administered. The data collected from the surveys were analyzed using the partial least squares method with SmartPLS 4 software.

The study examined 16 hypotheses and found support for six of them. The results confirmed that performance expectancy (PE) is a significant predictor of behavioral intention (BI), and anxiety influences both PE and effort expectancy. The negative effect of social influence on anxiety was found to be significant, while facilitating conditions had a negative impact on learners' self-efficacy. The model fit indices indicated a good overall fit for the model.

This study presents a valuable contribution to the literature on m-learning in emergency education by incorporating technological anxiety into the enhanced UTAUT model. Examining the relationships between the key factors of the model provides a better understanding of learners' intentions and can inspire researchers to establish new theoretical foundations to evaluate the roles of these factors in diverse educational settings.

The study found that performance expectations are linked to learners' intentions, and anxiety indirectly affects BIs to use mobile learning platforms. Thus, these platforms should be designed to meet learners' expectations with minimum effort and eliminate anxiety triggers to facilitate ease of use. Language curriculum developers and policymakers should incorporate mobile learning applications to support diverse language skills, address students' needs and encourage their use through professional development opportunities for instructors.

Social factors have been found to significantly influence anxiety levels among learners. Therefore, it is crucial for teachers and family members to play an essential role in mitigating anxiety's adverse effects. Discussing related issues can enhance the quality of mobile learning and stimulate social initiative by providers, ultimately improving the learning experience for all learners, regardless of their location or circumstances. This can also contribute to the growth and development of society.

This study contributes to the originality of m-learning development by proposing an enhanced UTAUT model that considers anxiety and emphasizes the critical role of foreign learners' BIs. It provides fundamental guidelines for designing and evaluating m-learning in ERT contexts.

The selection of the research topic and design crucially determines the success of conducting a research. Thus, the purpose of this paper is to explore the process by which undergraduate students select their research topic and design, as viewed from the lens of motivation theory proposed by Ryan and Deci (2000), which focuses on motivational propensity and consistency.

A longitudinal narrative inquiry was employed to address the gap. In total, 10 Indonesian graduates from different educational backgrounds were purposively selected. The interview focused on their longitudinal experiences from the freshman period to skripsi (undergraduate thesis) supervision period. Data analysis included inductive thematic analysis, member checking by the researchers, and cross-checking by the participants.

The motivational propensity and consistency in selecting research topic and design are highly dynamic. Specifically, autonomy, high curiosity, self-reflection of past interest and perceived competence, and library research become the major factors toward the manifestation of intrinsic motivation in the selected topics and designs. Meanwhile, friends’ preferences, lecturer’s expertise and suggestion, and unclear input from the relevant previous courses result in the manifestation of various types of external motivation.

Therefore, the implementation of dialogic discussion might be more effective when tensions prevail between the department, academic advisor or skripsi supervisors, and students with respect to the selected topics and designs. Moreover, the provision of constructive tasks like case studies, group discussion, and/or research proposal writing can be applied in research methodology course to enhance their repertoire about research topic and design. Autonomy and self-reflection should become the driving objectives.

The exploration of the issue has to be intensively oriented toward prescriptive handbook development in selecting research topic and design. This study sheds light on the explanation of the actual cyclical process of the undergraduate students’ motivational propensity and consistency generated from internal and external regulations, as viewed from the lens of motivation theory.

This study aims to examine the effectiveness of the Central Board of Secondary Education (CBSE)-based English textbooks and question papers in developing second-language higher-order thinking skills (HOTS).

Descriptive analysis establishes a causal relationship between learning objectives and second language (L2) writing proficiency. Content analysis is used to compare and analyze tabulated data for textbooks and question papers for the English language by the National Council of Educational Research and Training (NCERT) and CBSE. This method categorizes the materials and their assessments under HOTS and lower-order thinking skills to ascertain the relationship between learning objectives and L2 writing proficiency.

The study highlights teaching material and assessment shortcomings and their alignment with learning outcomes to enhance students' writing skills. It underscores the need for HOTS-focused materials, discussing their impact on writing skills. The study also explores how textbook–question paper mismatch hampers Bloom's taxonomy-based cognitive skills.

This research illuminates the efficacy of teaching and learning English as a second language (ESL) writing skills to improve the quality of education, which has real-world implications. The study highlights flaws in the educational system in India and suggests curricular and pedagogical changes.

The research examines NCERT and CBSE ESL textbooks and question papers to align teaching and assessment methods. The results aim to improve education through ESL writers' HOTS.

This study aims to examine the writing outcomes of 6th-grade students learning English as a second language.

In all 45 students in a text structure instruction (TSI) group were compared with 45 students in a self-regulated strategy instruction (SRSI) group and 43 students receiving traditional writing instruction. SRSI was adapted from the self-regulated strategy development (SRSD) model (MacArthur et al., 2015). The SRSD model includes self-regulation writing strategies, text and genre knowledge and think-aloud modeling. Findings allowed for a comparison of TSI and SRSI, in which organization knowledge does not need to be taught using SRSD methods. Measures of writing outcomes, including writing quality and summarization of main ideas, were administered after a one-month intervention.

Results revealed that, compared with traditional instruction, the TSI and SRSI groups each exhibited better writing outcomes. Compared with the traditional instruction group, each technique had a unique impact: SRSI on writing quality, and TSI on main ideas included in written summaries. Linguistic and textual analyses of students’ writing revealed that the TSI and SRSI group learners both demonstrated high syntactic complexity, content organization and lexical variation in their compositions.

The present study provides empirical evidence that explicit teaching of SRSI writing strategies or TSI can be implemented effectively and elicit gains in elementary school L2 learners’ written output. A clear division does not exist between self-regulated writing strategies and text structure knowledge; the two techniques should be complementary, as suggested in the earlier SRSD model.

Classroom-based research has addressed the need to enhance self-regulated capacity in writing. However, writing has become more challenging for primary school learners. In addition, writing is a cognitively demanding process. The plethora of processes involved in writing may be one of the factors that caused difficulties in writing. Thus, writing proficiency relies on the development of text structure knowledge and the fostering of self-regulation capabilities.

This paper seeks to report on the successful collaboration in an academic learning commons environment, established collaboratively between the University of Guelph and Humber College, where library reference and writing center support services are integrated and therefore model student behaviour when writing academic papers.

After examining previous collaborative efforts between libraries and writing centres, this paper focuses on the relationship between thinking and the writing process itself as the theoretical framework on which a successful collaboration between the University of Guelph‐Humber Library Reference Services and Humber College's Writing Center exists. Statistical data relating to the increased usage levels of reference services, when made available in a writing centre environment, as well as library services satisfaction data are reported.

Researching and writing anxiety is diminished when students are able to access both reference (researching) services and writing support services in the same location. The increased exchange and interface between reference service providers and writing tutors, while assisting students to write better academic papers, reflects the fact that thinking, researching and writing are interwoven and recursive processes that are further enhanced when supported by their physical collocation. Academic institutions should model and further facilitate the collocation and integration of the research and writing processes by reorganizing services and service delivery units to better reflect student behaviour.

When this paper was written, service level usage data that had been gathered fully supported the continued collaboration of the reference and writing centre services. However, further research needs to be conducted regarding the impact of this cross‐functional, student support service on student success.

This paper is of interest to academic leaders and service providers who are interested in furthering collaborations between students' service providers, primarily library reference staff and writing centre tutors, whose partnership naturally reflects the integrated and recursive research and writing processes.