Exploring the relationship between college students’ writing anxiety and the pedagogical use of online resources

Abstract

This study reports on how the use of online resources based on systemic functional linguistics (SFL) impacted college students’ emotional alignment with writing practices. Through qualitative analyses of in-class discussions, students’ interviews and reflections, as well as their written pieces gathered in a Chinese university, the case study shows that the students were able to overcome their fears with writing construction associated with their dearth of effective knowledge, albeit through a zigzag trajectory. More importantly, they could utilize the knowledge imparted through online resources, actively and confidently participating in unpacking written discourse and effectively constructing their own writing. The study concludes the importance of harnessing online resources that are effectively designed and linguistically grounded. It sheds light on the role of SFL as a linguistic technique to alleviate students’ anxieties while offering them knowledge needed for effective written communication.