1.1.

Foreign Language Anxiety

Language anxiety is the fear or experience excepted to use a second
or foreign language. Foregn language anxiety reters to a dislinet
complex of self preceptions, behaviors related to classroom language
learning arisinp. The foreign language classroom anxiety scale.
Anxiety is one of the best indicators of performance in scond language
classes, pointed out that foreign language anxiety includes
communication apprehension, the following six potential sources of
anxiety in the second language classroom : procedures and language
testing. Language anxiety may have continuing difficulty.
1.2. Foregn language Anxiety and Learning Stategy

Learning strategy is defined as the specific actions. In developing

second language. Many factors that might explain individual
differences in second language.

In the complex association between anxiety, learning strategy, anxiety

may actually be dacilitative extensive research in language learning,
the current study adopted the Oxford, that a disadvantage of SHILL is
its lack of capability, language learning strategies related to specific
tasks and the need to develop different, classifying learning strategy,
language learners globally, language learning and positively promoted
acquisition

Contains fifty items in six categories of direct strategies. Cognitive and

compensation strategies indirect strategies are those employed,
involves metacognitive, affective social strategies.

Is merely a language learning strategy tool that has verified for

reability, validated in multiple, whether students their own language
score correspond.

1.3. Foreign Language Anciety and Journal Writing

Journal writing is an effective method instruction which encourages

students learned during class, communication and participation when
the lecturer is the respondent constructive comments regarding the
journal entriesm reduce writing anxiety and improve fluency.
Correlation between student anxiety and performance in speaking and
writing task. Foreign language anxiety writing competence is a
predictor of 1.2 writing anxiety, writing success other studies have
also.
2.1. Participants

Were juniors and seniorsin a university wuestion from two participants,

consistently absent were excluded.

The study included the major of the partitipants. Safety and

environmental engineering major, the participants is the writing course
were required, the strategy inventory for language learning journal
entries in a relaxed atmosphere.

2.2. Procedure

The strategy inventory for Language Learning English writing anxieties

while learning English, the students were divided into memory group,
compensation strategy group, included students whose learning
strategies had the same mean.

During the experiment, hour of an American movie weekly after

watching the movies discussed the polt of each movie. The discussion
was followed , the researchers provided writing samples. After the
journal writings, students then copied into a journal each group was
required to complete one dialogue each week.

First six weeks before they became confortable, the cooperative

learning process, students were allowed late or incomplete submission,
the researchers formallu the process during the seventh. During the
minth the English writing anxiety survey.

2.3. Measures

Instrument in this study ware strategy inventory.

Package included a short set of directions to the student, students

recorded their answer calculated their and scores for each strategy,
summary profile showing their score and instructions. Strategies age,
gender, language experience, motivation and other data.

English writing anxiety scale included twenty-two items, the English

writing anxiety scale is reportedly. Maintain the expert validaty to
measure content-related validity, researchers invited experts to offer
suggestions and evaluate the appropriateness of each in the English
writing anxiety. Were proffessors from university in southern. Two
question were deleted. The filan English writing the 22 items of the
scale can be divided into five categories of anxiety.
2.4. inteview

researcher interviewed participants each learning strategy group based

on SII.L. fourteen participants from the memory group, participants
from the cognitive group, participants from the memory group,
participants from the cognitive group. Participants from compensation
strategies group, metacognitive group, twenty participants from the
social strategies group.

For participants in each 8 to 12 minutes interview. The researchers.

also, pattern coding was employed

Is learning strategy significantly related to English writing anxiety, This

study investigated the relation ship between learning strategy. A
statistically significant differences in English writing anxiety between
the different learning strategy groups.

What learning strategies are most frequently employed

Presents the most common learning strategies mentioned in

interviews. The indicated compensation strategy, thirty-six participants
(35%), was the common. Compensation (35%), social (19%), memory
(14%) mixed strategies (12%)

What are the manifestations of anxiety

Hastening, speaking writing compised 16%. 31% and 2% of total

anxiety, respectively comprised 51%.

Reasons for listening anxiety speaking too fast inability to

comprehend, construct a sentence fear incorrect pronunciation. Were
three main cause of speaking anxiety limited vocabulary

Limited vocabulary and knowledge difficulty using vocabulary were the

two main cause of writing anxiety.

Table 5 presents coping strategies the six learning group as follows six
participants watched ovies, two played games, two sought a
confortable environtment, four adopted avoidance, studies grammar
books, read English novels, these coping strategies were listening to
music.
Coping strategies reported by ELLs in the mixed group were as follws,
two performed deep breathing, two particed writing, examples of
writing and two logged into the internet. Learning strategies used by
the mixed group pf ELL students were listening to music.

Discussion

The analytical in this study of the relationship between learning

strategy English writing anxiety in no significant relationship between
learning strategy and English wriring anxiety.
This study was consistent the findings of grainger, the following issues
need futher investigation.
First the survey result of this study indicated there learning strategies
utilized by parcitipants were compensation, social, memory strategies.
Three learning strategies utilized by participants were compensation,
social, memory strategies. Students prefers to use memory strategies.
Futher insinght intu the language learning process.

English course are often the most unpopular college courses.

Compared to speaking and writing are productive skills, listening and
reading. The interview findings in this study confirm this view. Are most
about writing. The processof teaching writing.

The findings regarding cause of listening, speaking, reading, writing

anxiety suggest beneficial for educators to ofter remedial instruction
students to overcome their anxiety sugest students to overcome their
anxiety.
Regarding coping strategies used highly anious the six learning groups,
fourteen participants listened to music, four attemped to avoid anxiety.
Findings confirmed, listening to musix and watching movies were.
There, listening to music and watching movies were two most
common coping strategies of all highly anxious ELLs in the six learning
groups.

The sesults of the current study require future confirmation in a larger

population of students. The participants in this study included only six
safety management majors in, restated, caight were college of
engineering students, the extent to witch the data in this study can be
generalized. Populations is limited.

Study examined the relationship between learning strategy English

writing anxiety in university level. Reveled no statistical significance,
the findings sugest the effectiveness of English education, technology
institutes technology universities, more research is needed elucidate
larning strategies different learning environments contexts.
This study analyzed only participants from a single science technology
university in one Asian country parcitipants were vocational school
graduates. The findings should be cautionsly generalized populations
or stings.
The research examined possible deficiencies the teching process
sugest that the should review the effectiveness English education in
technology institutes technology university causes of anxiency in these
findings require future verivication analysis of larger populations and
different etchnic group.