Investigating EFL Undergraduate Students’ Thesis Writing Anxiety: Underlying Causes and Coping Strategies
DOI:
https://doi.org/10.31949/educatio.v12i3.19231Abstract
Writing a thesis is a mandatory milestone that determines the completion of undergraduate studies. However, it is also a complex task that requires EFL students to master integrated academic, research, and linguistic competencies, which often causes anxiety. This study aims to investigate the causes of thesis writing anxiety experienced by undergraduate students and how they cope with this anxiety. Using a qualitative study with a basic-interpretive approach, the researcher engaged with 10 English Education Students at a single public university in Surabaya. Semi-structured interviews were conducted using predetermined interview guidelines. Through thematic analysis, the researcher identified 8 causes of anxiety, including low proficiency in English academic writing, difficulty generating and organizing ideas, low self-efficacy, fear of evaluation, supervisory pressure, time pressure, comparing the thesis with peers, and concerns about institutional academic standards. The analysis indicated that contextual triggers exacerbate students' fears and doubts as novice writers. The participants also reported a combination of 6 coping strategies, including seeking support from peers and supervisors, managing time and setting goals, learning from senior theses, reframing negative thoughts, engaging in emotional regulation activities, and the emerging use of AI and digital writing tools. This study emphasizes the importance of raising awareness to overcome anxiety when writing a thesis by identifying the underlying issues and the strategies employed by EFL undergraduate students. In addition, the results of this study can be useful to students, lecturers, and educational institutions in creating a more conducive environment for supporting students’ thesis-writing process.
Keywords:
Causes, coping strategies, EFL students, undergraduate thesis writing, writing anxietyDownloads
References
Abrar, M., Fajaryani, N., Hutabarat, R. R., Failasofah, F., & Masbirorotni. (2023). EFL Student Teachers’ Experiences in Writing Their Undergraduate Theses in Jambi. Indonesian Journal of English Language Teaching and Applied Linguistics, 7(2), 401–416. https://doi.org/10.21093/ijeltal
Bandura, A. (1986). Social Foundation of Thought and Action: A Social Cognitive Theory. Prentice-Hall.
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. In W.H. Freeman and Company. W.H. Freeman and Company. https://doi.org/10.1177/0032885512472964
Bay, I. W., Basalama, N., Miolo, S., & Dako, R. T. (2025). Technology-Mediated Strategies for Managing Writing Anxiety across Extrovert and Introvert EFL Students. Language, Technology, and Social Media, (December). https://doi.org/10.70211/ltsm.3026-7196.322
Bram, B., & Angelina, P. (2022). Indonesian Tertiary Education Students’ Academic Writing Setbacks and Solutions. International Journal of Language Education, 6(3), 267–280. https://doi.org/10.26858/ijole.v6i3.22043
Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Braun, V., & Clarke, V. (2021). Thematic Analysis: A Practical Guide. SAGE.
Cheng, Y. S. (2004). A Measure of Second Language Writing Anxiety: Scale Development and Preliminary Validation. Journal of Second Language Writing, 13(4), 313–335. https://doi.org/10.1016/j.jslw.2004.07.001
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.). Routledge.
Comelles, E., & Laso, N. J. (2025). The Impact of MT as a Writing Tool on EFL Academic Writing: A Qualitative Linguistic Analysis. Journal of Second Language Writing, 69, 1–14. https://doi.org/10.1016/j.jslw.2025.101231
Fan, C., & Wang, J. (2024). Configurational Impact of Self-Regulated Writing Strategy, Writing Anxiety, and Perceived Writing Difficulty on EFL Writing Performance: An fsQCA Approach. Scientific Reports, 14(1), 1–15. https://doi.org/10.1038/s41598-024-61537-x
Gross, J. J., & John, O. P. (2003). Individual Differences in Two Emotion Regulation Processes: Implications for Affect, Relationships, and Well-Being. Journal of Personality and Social Psychology, 85(2), 348–362. https://doi.org/10.1037/0022-3514.85.2.348
Kawengian, G. E., & Subekti, A. S. (2023). Thesis Writing Anxiety among Indonesian Pre-Service Teachers of English: A survey study. Englisia: Journal of Language, Education, and Humanities, 11(1), 148–162. https://doi.org/10.22373/ej.v11i1.18940
Kawengian, G. E., & Subekti, A. S. (2024). “I’m Afraid My Thesis Has Many Mistakes”: Thesis Writing Anxiety, Its Contributing Factors, and Alleviating Strategies. Journal of English Teaching and Learning Issues, 7(1), 25–48. https://doi.org/10.21043/jetli.v7i1.21632
Khatami, M., Calafato, R., Sabeki, F., Sharmin, S., & Çelik, F. (2025). Navigating Writing Anxiety: Sources and Coping Strategies of University Students in Bangladesh. Journal of College Reading and Learning, 55(3–4), 251–267. https://doi.org/10.1080/10790195.2025.2558506
Kondo, D. S., & Ying-Ling, Y. (2004). Strategies for Coping with Language Anxiety: the Case of students of English in Japan. ELT Journal, 58(3), 258–265. https://doi.org/https://doi.org/10.1093/elt/58.3.258
Lazarus, R. S., & Folkman, S. (1984). Stress, Appraisal, and Coping. Springer Publishing Company, Inc.
Mali, Y. (2026). Indonesian EFL Students ’ Thesis Writing in the Age of AI : Practices and Ethical Perspectives. Indonesian Journal of English Language Teaching and Applied Linguistics, 11(May), 27–46. http://dx.doi.org/10.21093/ijeltal. v11i1.2439
Nurkamto, J., Djatmika, & Prihandoko, L. A. (2022). Students’ Problems of Academic Writing Competencies, Challenges in Online Thesis Supervision, and the Solutions: Thesis Supervisors’ Perspectives. Teflin Journal, 33(1), 123–147. https://doi.org/10.15639/teflinjournal.v33i1/123-147
Oentarto, A. S. A., & Situmorang, D. D. B. (2024). Transforming Anxiety into Resilience: A Case Report on the Implementation of “Rapid Counseling” with Single-Session Music Therapy to Reduce Thesis-Related Anxiety. Heliyon, 10(18), 1–6. https://doi.org/10.1016/j.heliyon.2024.e37748
Özdemir, O., & Seçkin, H. (2025). Exploring Foreign Language Anxiety in Higher Education: Multifaceted Insights into Causes, Impacts, and Coping Strategies. Social Sciences and Humanities Open, 11, 1–18. https://doi.org/10.1016/j.ssaho.2025.101364
Pongsukvajchakul, P. (2021). Language Learning Strategies Used in English Writing by Thai Undergraduate Students. Shanlax International Journal of Education, 9(2), 54–59. https://doi.org/10.34293/education.v9i2.3626
Pravita, A. R., & Kuswandono, P. (2022). Writing Anxiety and Academic Procrastination on Undergraduate Thesis Writing: The Role of Self-Regulation. JEELS (Journal of English Education and Linguistics Studies), 9(1), 1–2022. https://doi.org/10.30762/jeels.v9i1.4010
Pusparini, L. D., Permana, I. G. Y., Wayan, N., & Mahayanti, S. (2025). Unpacking Academic Stress among Undergraduate Students during Thesis Writing : A Qualitative Study of Stressors , Stages , and Institutional Challenges. Jurnal Mimbar Ilmu, 30(3), 426–436. https://doi.org/https://doi.org/10.23887/mi.v30i3.102474
Quvanch, Z., & Kew, S. N. (2022). Evaluating Afghanistan University Students’ Writing Anxiety in English Class: An Empirical Research. Cogent Education, 9(1), 1–26. https://doi.org/10.1080/2331186X.2022.2040697
Rasool, U., Qian, J., & Aslam, M. Z. (2023). An Investigation of Foreign Language Writing anxiety and Its Reasons Among Pre-Service EFL Teachers in Pakistan. Frontiers in Psychology, 1–13. https://doi.org/10.3389/fpsyg.2022.947867
Rastri, A., Rezeki, Y. S., Salam, U., Riyanti, D., & Surmiyati, S. (2023). An Analysis of Students’ Problems in Writing a Research Proposal. Acitya: Journal of Teaching and Education, 5(1), 57–71. https://doi.org/10.30650/ajte.v5i1.3479
Sabti, A. A., Md Rashid, S., Nimehchisalem, V., & Darmi, R. (2019). The Impact of Writing Anxiety, Writing Achievement Motivation, and Writing Self-Efficacy on Writing Performance: A Correlational Study of Iraqi Tertiary EFL Learners. SAGE Open, 9(4). https://doi.org/10.1177/2158244019894289
Sasferi, N. (2022). Effect of Academic Self-Efficacy on Students’ Thesis Writing Resilience. Tarbawi : Jurnal Ilmu Pendidikan, 18(1), 36–44. https://doi.org/10.32939/tarbawi.v18i1.1689
Shao, S. (2025). The Role of AI Tools on EFL Students’ Motivation, Self-Efficacy, and Anxiety: Through the Lens of Control-Value Theory. Learning and Motivation, 91, 1–10. https://doi.org/10.1016/j.lmot.2025.102154
Shen, X., Ismail, L., Jeyaraj, J. J., & Teng, M. F. (2024). Metacognitive Strategies, Writing Self-Efficacy and Writing Anxiety in Different Learning Modes: A Two-Wave Longitudinal Model. System, 126, 1–14. https://doi.org/10.1016/j.system.2024.103485
Shobari, R., Qalyubi, I., & Widiastuty, H. (2025). Academic Writing Anxiety on Undergraduate Thesis Writing. PROJECT (Professional Journal of English Education), 8(3), 671–681. https://doi.org/10.22460/project.v8i3
Stone, A. (2023). Student Perceptions of Academic Integrity: A Qualitative Study of Understanding, Consequences, and Impact. Journal of Academic Ethics, 21(3), 357–375. https://doi.org/10.1007/s10805-022-09461-5
Sun, J., Motevalli, S., & Chan, N. N. (2024). Exploring Writing Anxiety during Writing Process: An Analysis of Perceptions in Chinese English as a Foreign Language (EFL) Learners. Qualitative Research in Education, 13(2), 149–164. https://doi.org/10.17583/qre.12938
Sweller, J., Aryes, P., & Kalyuga, S. (2011). Cognitive Load Theory. Springer Science+Business Media, LLC. http://www.springer.com/series/8640
Talasee, K., & Poopatwiboon, S. (2025). Second Language Writing Anxiety of Thai EFL Undergraduate Students: Dominant Causes, Levels and Coping Strategies. Journal of Education and Learning, 14(1), 235–248. https://doi.org/10.5539/jel.v14n1p235
Wu, X. (2026). A Multidimensional Exploration of Negative Emotions during Undergraduate Thesis Writing : Evidence from English Majors in China. Acta Psychologica, 264. https://doi.org/10.1016/j.actpsy.2026.106429
Yu, Y., & Zhou, D. (2022). Understanding Chinese EFL learners’ anxiety in second language writing for the sustainable development of writing skills. Frontiers in Psychology, 13, 1–17. https://doi.org/10.3389/fpsyg.2022.1010010
Zhou, J., Wang, S., & Wang, J. (2022). Investigating High Schoolers’ L2 Writing Anxiety, L2 Writing Self-Efficacy, L2 Writing Self-Regulated Strategies, and L2 Writing Engagement: Relationships and Mediator. Frontiers in Psychology, 13, 1–9. https://doi.org/10.3389/fpsyg.2022.1012407
Zimmerman. (2002). Becoming a Self-Regulated Learner: An Overview. Theory into Practice, 41(02), 64–70. https://doi.org/10.1207/s15430421tip4102
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Adisti Nasywa Salsabila, Nur Chakim

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
An author who publishes in the Jurnal Educatio FKIP UNMA agrees to the following terms:
- Author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal
- The author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgment of its initial publication in this journal.
- The author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work










