Using Exploratory Factor Analysis to Explore Writing Test Anxiety Factors Among EFL Learners

Abstract

Writing test anxiety is prevalent among English as a Foreign Language (EFL) learners and may negatively affect their writing performance. However, the dimensional structure of writing test anxiety remains under-investigated in EFL contexts. Therefore, this study aimed to identify the underlying factors of writing test anxiety among EFL learners. A quantitative research design was employed, and data were collected from 375 EFL learners using a writing test anxiety questionnaire. The questionnaire responses were analyzed using exploratory factor analysis (EFA). The data were suitable for factor analysis (KMO = 0.913; Bartlett’s test of sphericity, p < 0.001). Six underlying factors were identified: Writing-Induced Emotional Strain (WIES), Cognitive Strain in Writing (CSW), Writing Accuracy and Evaluation Stress (WAES), Performance Evaluation Anxiety (PEA), Time-Pressure Writing Anxiety (TPWA), and Sociocultural Feedback Response (SFR). Together, these factors explained 60.420% of the total variance. The findings contribute to the understanding of the multidimensional nature of writing test anxiety and suggest practical implications for language teachers and curriculum designers to develop instructional strategies and supportive learning environments that may help reduce anxiety and enhance EFL learners’ writing performance.