모국어 쓰기 불안, 제2언어로서의 영어 쓰기 불안, 영어능숙도 및 영어 쓰기 수행 간의 관련성

Exploring the relationships among L1 writing anxiety, L2 writing anxiety, L2 proficiency, and L2 writing performance in Korean adult English learners

The present study explores the relationships among L1 writing anxiety, L2 writing anxiety, L2 proficiency, and L2 writing performance in Korean adult English learners. The participants of the study were 41 Korean graduate students who majored in English language education. The results of the study indicated no significant difference in the participants' perceived levels of L1 writing anxiety and L2 writing anxiety. A series of correlation analyses suggested that L2 writing anxiety was positively associated with L1 writing anxiety but negatively associated with L2 proficiency and L2 writing performance. Subsequent regression analyses revealed that L1 writing anxiety accounted for a significant amount of variance in L2 writing anxiety after controlling the variance explained by L2 proficiency, suggesting an interdependence between L1 writing anxiety and L2 writing anxiety. In addition, L2 writing anxiety accounted for a significant amount of variance in L2 writing performance after controlling the variance explained by L2 proficiency, suggesting that the pedagogical effort for alleviating Korean English learners' writing anxiety could help enhance their English writing performance. Suggestions for future research and pedagogical implications are provided.