Relating Chinese EFL Learners' Writing Strategy Use to Emotional Aspects

Abstract

Aiming to explore the types of writing strategy use and emotional aspects involved in Chinese EFL learners' Second Language (L2) writing and how their writing strategy use is related to emotion, this study employed a mixed method approach to collect both quantitative and qualitative data from the participants. 106 Chinese undergraduates were assigned the Foreign Language Writing Strategy Survey Questionnaire (FLWSSQ) and Foreign Language Writing Emotion Survey Questionnaire (FLWESQ). Besides, 10 participants were recruited in semi-structured interviews. Overall, participants reported a moderate level of frequency use of writing strategies and a moderate level of anxiety and enjoyment about EFL writing. Furthermore, participants' use of writing strategies was found to be positively correlated with their writing enjoyment. The current study provides some insights into understanding students' use of writing strategies and emotional experiences in an EFL context. Some pedagogical implications for teaching L2 writing through strategy-based instruction and activating positive emotions in classrooms were also discussed.