Exploring the Relationship of Perceived Task Difficulty, Learning Anxiety, and English Achievement on Argumentative Writing of Students in A University: A Case Study
This study investigates the effect of perceived task difficulty and learning anxiety on English argumentative writing achievement of 29 university students learning EFL in Thailand. The data were collected by questionnaires distributed online and analyzed by the AMOS program. It was found that the students’ perceived task difficulties during mid-term and final examinations moderately affected their anxiety levels. Their anxiety during the midterm examination had a highly positive and significant effect, but their anxiety during the final examination had a highly negative and significant effect on their writing achievement. The total effect of perceived task difficulty and anxiety on the students’ writing achievement was 0.62.
Keywords - perceived difficulty, learning anxiety, writing achievement