Poison or Antidote? The Role of Feedback Practices in Writing Apprehension

Abstract

This study, conducted at a research-intensive, English-Medium instruction university in Central Asia, explores how feedback practices influence writing apprehension (WA) and examines the strategies low WA students use to manage it. Employing a mixed-methods design—including a survey, semi-structured interviews, and a focus group—the study reveals a strong relationship between students’  feedback experiences and their levels of WA. Receiving supportive, constructive feedback, and adopting a growth mindset about writing were found to be the most effective strategies for mitigating WA. This empiricalstudy contributes to writing center scholarship by demonstrating how Writing Center pedagogy can be applied to reduce students’ WA.