Abstract

• The main purpose of this study was to investigate English writing anxiety of Grade 10 students in Sagaing Township. Explanatory sequential mixed methods research design was used in this study. A total of 182 Grade 10 students (81 males and 101 females) were selected from two high schools in Sagaing Township by using simple random sampling technique for quantitative data. For quantitative data analysis, descriptive statistics and independent samples t-test were used. According to Cheng (2004) and the result of descriptive statistics, the level of English writing anxiety among Grade 10 students in Sagaing Township was high (the mean score of 67.93 > 65). Semi-structured interviews with ten participants who were selected by purposive sampling method indicated that a lack of coping mechanisms, along with concerns about language proficiency, fear of criticism, and low confidence, were key factors contributing to this anxiety. In order to alleviate such anxiety, building self-confidence, using familiar vocabulary, regular writing practice, and incorporating technology were effective strategies. Learning from mistakes and adopting a constructive mindset were also important approaches. Regarding the type of writing anxiety, the cognitive anxiety was the highest and the avoidance behaviour, the lowest in mean percent. Although there was no significant difference in English writing anxiety by gender, the nature of subject stream had a significant effect on it with students in STEAM 1 experiencing less anxiety due to additional English exposure (t = - 2.076, p <.05). Similarly, students who attended English courses outside of school reported significantly lower anxiety levels than those who did not attend English courses ( t =- 2.790, p <.01). Finally, this study provided valuable insights into the factors that contribute to English writing anxiety and offered practical strategies for teachers and students to help reduce it.