مشخصات پژوهش

It has been common to study specific skills anxiety for a few decades. Research on language anxiety has mainly studied oral aspects of language anxiety, i.e., speaking and listening, and by far, the number of research studies dealing with reading and writing is relatively limited. Moreover, a rapidly growing body of research has been recently focusing on the various aspects of foreign language writing due to the fact that writing skill is the most challenging task encountered by foreign language learners. Since the reduction of anxiety leads learners to have better learning efficiency, especially in productive skills, levels of anxiety are needed to be measured in order that the relationship between anxiety and performance could be established. Although there have been some studies on second language writing anxiety, there is a general lack of research in establishing the relationship between writing anxiety and writing performance. This issue is more important in consideration of recent challenges in education which, in other words, are virtual courses held in our present situation due to COVID-19.To date, almost no attempt has been made to clarify the relationship between foreign language writing anxiety and writing performance among distance EFL learners. In view of these, the current study aims to explore, identify, and analyze the unique relationships existing between writing performance and writing anxiety and to determine the extent of relationship between foreign language writing anxiety levels and writing performance of Iranian adult EFL learners of intermediate levels in distance language learning environment.