The Language Anxiety and Language Exposure of ESL Students' on Their Writing Proficiency

The studies on language anxiety, language exposure and ESL writing have become important aspects of second language acquisition. In this paper the researcher seeks to investigate if there is a significant relationship between the learners' language exposures to their language anxiety as reflected on their writing proficiency. A total of 87 students from a university in Manila participated in the research wherein three instruments were used namely: Marian et al. (2007) LEAP-Q (Language Experience and Proficiency Questionnaire), the Foreign Language Classroom Anxiety Scale (FLCAS) survey developed by Horwitz et al. (1986) and a writing prompt. Findings in this study show that anxiety did not mediate the effects of any of the language exposure factors in writing. Also, only exposure on interacting with friends significantly predicted anxiety. Lastly, none of the aspects of exposure significantly predicted essay writing scores. Implications for ESL writing and suggestions for future studies are offered.