Navigating Writing Anxiety: Sources and Coping Strategies of University Students in Bangladesh

Abstract

English academic writing poses significant challenges for learners due to its cognitive and affective demands, particularly in under-researched contexts such as Bangladesh. This qualitative study investigated the sources of writing anxiety and coping strategies employed by Bangladeshi EFL university students. Data were collected through semi-structured interviews and reflective diaries involving 24 undergraduate students enrolled in an English writing course, with thematic analysis revealing three frequently experienced sources of anxiety: (1) linguistic challenges (academic vocabulary deficits and L1 interference), (2) fear of evaluation (peer/teacher judgment), and (3) low self-efficacy. Participants adopted four key coping strategies: (1) planning and organization (outlining and prioritizing ideas), (2) motivational regulation (career aspirations and reframing challenges), (3) emotional self-regulation (mindfulness and positive reframing), and (4) sustained practice (regular writing and extensive reading). The findings highlight the interplay of cognitive, affective, and cultural factors unique to Bangladesh’s diglossic educational environment, where Bengali-English use and high-stakes assessments can exacerbate anxiety. This study contributes to EFL writing research by emphasizing context-specific interventions, such as genre-based pedagogy, constructive feedback practices, and strategies to bridge L1/L2 rhetorical norms. © 2025 College Reading and Learning Association.