Effect Of Writing Anxiety And Writing Self-Regulation On English Writing Motivation And Academic Achievement Of Secondary School Students In Pakistan

Abstract

The purpose of the study is to determine the Effect of Writing anxiety and writing self-regulation on English writing motivation and academic achievement of secondary school students in Pakistan. A quantitative research design, more specifically, a survey research design was employed to investigate the aforementioned impacts. 50 Secondary School students are the sample of the study from Hazara division Khyber-Pakhtunkhwa Pakistan enrolled in 10^th class from BISE Abbottabad. Four tools were used to gather the data: three questionnaires, namely, writing Anxiety questionnaire, by Cheng, 2004, SRQ (Self-regulation Questionnaire), Academic[1] Writing Motivation Questionnaire AWMQ and Achievement of students in terms of obtained marks in 9th class. The results of the study showed that writing motivation of students is significantly affected by both writing anxiety and writing self-regulation. It was also shown in the results of the study that writing self-regulation has a positive significant impact while writing anxiety has negative significant influence on Academic achievement of students. It is suggested in the study that in order to facilitate the teaching and learning process of English writing, these elements may be taken into concern when providing instruction, which may further help to improve the Secondary School students’ writing motivation and academic achievement.