Writing is considered as a productive skill and its importance towards academic and employment success had been found significant. However, most individuals struggle to develop writing competency because of the belief that writing is a more complicated task as compared to other macro skills in language learning. Writing is also said to be a culmination of critical thinking, learning, and form of expression. The writing process does not include cognition alone, but language proficiency, writing proficiency, and affective factors as well.
This study therefore, investigated the affective factors concerning writing such as anxiety, apprehension, and attitude. With writing perceived as a challenging task, and mastering writing skills could be perplexing, this may lead to the development of affective factors such as, anxiety, apprehension, and attitude to writing. These affective factors were analyzed as to how they were perceived and can be moderated in the writing process to improve the writing skills of the students. Moreover, from the given analysis, activities that could be reflected in supplementary materials were identified to moderate affective factors in writing.
Using descriptive research, particularly the survey method using levels of learning anxiety, apprehension, and attitude were investigated respectively among 199 Grade 10 students of Engr. Virgilio V. Dionisio Memorial High School. The researcher generated the following: (1) Levels of learning anxiety, language apprehension, and learning attitude and (2) Prewriting activities that can be utilized to moderate the levels of anxiety, apprehension and attitude of the students.
Perspective on the facilitative roles of affective factors towards writing were analyzed and generated. The findings were utilized to identify the prewriting activities that may be reflected in a supplementary material, and moderate anxiety, apprehension, and attitude of the students in writing.