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Wang, H. and Troia, G.A. (2023) How Students’ Writing Motivation, Teachers’ Personal and Professional Attributes, and Writing Instruction Impact Student Writing Achievement: A Two-Level Hierarchical Linear Modeling Study. Frontiers in Psychology, 14, Article ID: 1213929.
https://doi.org/10.3389/fpsyg.2023.1213929

has been cited by the following article:

• TITLE: Decreasing Writing Anxiety and Increasing Willingness to Write

  AUTHORS: Shengliang Wang

  KEYWORDS: Writing Anxiety, Willingness to Write (WTW), Improvement Strategies

  JOURNAL NAME: Open Access Library Journal, Vol.13 No.10, October 8, 2026

  ABSTRACT: Excellent writing skills are crucial for communication, assessment, education, and employment. However, second language learners often avoid writing due to negative emotions such as anxiety and distress, resulting in low willingness to write (WTW). This paper starts with the concepts of writing anxiety and WTW, analyzes the relationship between the two, and proposes three strategies—writing planning, writing monitoring, and writing evaluation—at the pre-writing, writing, and post-writing stages, aiming to provide practical pathways for reducing writing anxiety and improving WTW among second language learners.