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Article

Open Access

Causes and Intervention of Academic Writing Anxiety Among Graduate Students in Chinese Universities

Author(s)

WANG Guirong

Full-Text PDF Download XML 33 Views

DOI:10.17265/1539-8080/2025.07.003

Affiliation(s)

Shanghai Jiao Tong University, Shanghai, China

ABSTRACT

The paper reports the findings of an empirical study whose main purpose is to explore ways to relieve English academic writing anxiety among non-English major graduate students in China over the course of one semester. The results of this research indicate that the comprehensive teaching methods the author has adopted are very effective.

KEYWORDS

anxiety, academic writing, graduate students, causes, intervention

Cite this paper

WANG Guirong, Causes and Intervention of Academic Writing Anxiety Among Graduate Students in Chinese Universities. US-China Foreign Language, July 2025, Vol. 23, No. 7, 250-253 doi:10.17265/1539-8080/2025.07.003

References

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Horwitz, E. K., Horwitz, M. B. H., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-130.

Krashen, S. D. (1985). The input hypothesis: Issues and implications. London: Longman.

Zhai, J., & Liu, Q. M. (2012). Analysis of the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire in college English settings. Journal of Anhui Technical College of Water Resources and Hydroelectric Power, 12(1), 77-79.