The relationship of efl writing achievement with test anxiety and writing anxiety

Abstract EN

The aim of this study is to investigate whether EFL fourth year middle school learners' writing achievement in Algeria correlate with test anxiety and writing anxiety.

The sample of this study includes: 65 learners and their two teachers of the English subject at July 5th Middle School, Bougaa, Setif.

A triangulation research method was adopted through a questionnaire for learners, an interview for the teachers and the learners' exam grades of the English subject for the second term.

Findings revealed a positive relationship between test anxiety and learners' writing scores.

Conversely, a trivial negative correlation between writing anxiety and learners' writing scores was reported.

To sum up, test anxiety is facilitative, enabling learners to achieve higher in writing tasks during exams.