“Beyond EFL writing anxiety”: Tapping into the individual emotionality of proficient EFL writers through semi-structured analysis and wearable sensing technology

A high level of writing proficiency is a critical foundation for undergraduate writing performance and general academic success in an English-medium university. The present study proposes a model of “deconstruction” of the “anxiety” plaguing EFL writers by using a case study (Study one). The purpose of this qualitative single embedded case study is to explore both perceived/real challenges and positive affective factors experienced and harnessed by competent Chinese EFL writers studying at an English-medium university. In order to further objectively uncover the writers’ temporal emotion change, we will conduct a second study to continuously collect their physiological data through wearable and sensing technology. Both studies aim to add depth into our understanding of the link between anxiety and writing efficacy. Gaining an understanding of what is perceived as positive affective factors by competent EFL writers, stakeholders, instructors and institutions can utilize these facts to develop/adjust writing teaching techniques, methods, or beneficial interventions, thereby increasing the potential for academic success