English Writing Anxiety in Mobile Learning Environments

Abstract

This study investigates online writing anxiety in the context of mobile learning based on contemporary college English writing practices. Using comparative testing, questionnaires, and interviews, we comprehensively assess the state of online writing anxiety under mobile learning conditions. The results indicate no significant difference in writing effectiveness between mobile learning and traditional modes. Students experience moderate levels of anxiety during online writing, with stronger feelings of avoidance. Factors such as online dictionaries, translation tools, and the openness of the network environment in mobile learning facilitate students' English writing. However, issues like online disorientation, discomfort, and feelings of distance also impact online writing.