本研究主要目的為探究印尼研究生英文學術寫作之焦慮，研究問題包括 (一) 印尼研究生英文學術寫作的焦慮程度為何? (二) 印尼研究生英文學術寫作的焦慮來源為何? (三) 印尼研究生會使用何種策略來應對英文學術寫作焦慮? 本研究採用兩種工具搜集資料，包含問卷及訪談，學術寫作問卷主要是了解印尼研究生的焦慮程度、來源、以及解決策略；另一項為訪談, 包括五個問題用來探討印尼研究生對於學術寫作焦慮的感受。研究結果顯示， 受訪者對英文學術寫作的焦慮程度較低，最主要的焦慮來源為寫作期限壓力。在解決策略方面， 寫作過程策略最常被使用，尤其是查詢不熟悉單字的同義字。 最後，本研究結果不僅能提出英文學術寫作焦慮的實證描述， 也希望能提供英文學術寫作教學的啟發.

關鍵詞: 寫作焦慮、英文學術寫作、印尼研究生

High demands of writing English academic papers in graduate classroom have always brought its own issues to scholars across majors. Over decades, many studies have been conducted to investigate how anxiety affects students’ second or/and foreign language acquisition; however, there is still little research in exploring academic writing anxiety in particular of Indonesian students who pursue their graduate studies abroad. The present study aims to investigate Indonesian students’ anxiety in writing EFL academic papers. Its primary objectives are, therefore, to examine the anxiety level and causes of Indonesian graduate students, also, to figure out the coping strategies used. The generated research questions include: (1) What is the anxiety level of Indonesian graduate students in EFL academic writing? (2) What are the anxiety causes of Indonesian graduate students in EFL academic writing? (3) How do Indonesian graduate students cope with their EFL writing anxiety in term of writing strategies?
In the current study, 50 Indonesian graduate students from one of the prestigious public universities in Taiwan were recruited. The quantitative data were collected using questionnaires adapted from Second Language Writing Anxiety Inventory (SLWAI), Causes of Writing Anxiety Inventory (CWAI) and coping writing anxiety strategies, adjusted based on pilot study. The questionnaires were sent to the participants through online, and then 14 interviewees were chosen based on their level of anxiety. The findings revealed that the participants generally had a lower anxiety level in academic writing. The potential cause of writing anxiety was time pressure when the participants had to write by deadline. The results further demonstrated that participants were more likely to use while-writing strategies and specifically finding the synonym of the unknown word. Moreover, the qualitative findings also remarked that high anxiety students were more attentive to evaluation, while low anxiety students were much worried about deadline. In the end, this study results provide the empirical description of EFL academic writing anxiety of Indonesian graduate students, and also offer implications for teaching and learning EFL academic writing.

Keywords: writing anxiety, EFL academic writing, Indonesian graduate students

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