Strategies to Reduce Writing Anxiety by Using the Process-Genre Teaching Writing Approach (PGA) among Intermediate Students in Pakistan

Abstract

Writing anxiety is an issue faced by numerous students due to the traditional composing teaching method overwhelmingly followed in Pakistan. The paper aimed to distinguish the techniques that pre-university understudies used to decrease writing anxiety during the process-genre teaching methodology (PGA). In this qualitative investigation, a convenient sampling practice was followed. Data collection was completed through interviews and non-participant observation. Four strategies were suggested by the students to reduce writing anxiety while taught through PGA; cooperative composition, planning, peers' and educators' positive input and valuable analysis and applying a recursive course of composing for various kinds of academic writing. The review presumed that writing anxiety is a broad prevailing concern among ESL students and the traditional teaching writing product approach should be supplanted with the process-genre approach to curb writing anxiety.