<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Herri Mulyono</style></author><author><style face="normal" font="default" size="100%">Anggi Rizky Liestyana</style></author><author><style face="normal" font="default" size="100%">Silih Warni</style></author><author><style face="normal" font="default" size="100%">Gunawan Suryoputro</style></author><author><style face="normal" font="default" size="100%">Sri Kusuma Ningsih</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INDONESIAN STUDENTS’ ANXIETY TO WRITE IN ENGLISH AS A FOREIGN LANGUAGE ACROSS GENDER AND EDUCATIONAL LEVELS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">foreign language (FL) learning</style></keyword><keyword><style  face="normal" font="default" size="100%">foreign language anxiety (FLA)</style></keyword><keyword><style  face="normal" font="default" size="100%">Rasch model</style></keyword><keyword><style  face="normal" font="default" size="100%">writing anxiety</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/457-1587022688.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This survey explored the level and types of anxiety expressed by Indonesia students in writing in English as a foreign language anxiety across gender and educational levels. To this end, 221 foreign language (FL) students from three levels of educations, i.e. lower-secondary school, upper-secondary school and university, were surveyed on voluntary basis where they were asked to complete 22 items of a Second Language Writing Anxiety Inventory (SLWAI) questionnaire. Two statistical analyses, Rasch Analysis and ANOVA, were performed to examine the quantitative data. The findings showed that all students experienced writing anxiety in FL learning, many experiencing a moderate level of anxiety. Furthermore, students’ writing anxiety was not influenced by gender and educational levels. Indeed, students across all education levels reported experiencing somatic anxiety, avoidance behaviour and cognitive anxiety, with avoidance behaviour being the most common form of anxiety. In conclusion, it is recommended that helping students to develop a positive perception of their FL writing is crucial in addition to helping them develop their writing skills.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">249-262</style></section></record></records></xml>