Abstract
The purpose of the study aimed to determine the relationship of writing skills, vocabulary knowledge, and writing anxiety among English major students. Quantitative research utilizing descriptive correlational technique was utilized in this study. The data were gathered from English major students in Kapalong College of Agriculture Sciences and Technology who were selected through random sampling. Data gathering was done through survey questionnaires. Findings revealed that the level of writing skills, vocabulary knowledge, and writing anxiety are all descriptively high. Results also revealed that there is a significant relationship between writing skills and writing anxiety. Likewise, there is also a significant relationship between vocabulary knowledge and writing anxiety. Moreover, results showed that the domains of writing skills such as lack of motivation and interest in writing, difficulty in conveying and organizing ideas, and difficulty in spelling, grammar, and sentence construction can significantly influence writing anxiety. Also, it was revealed that domains of vocabulary knowledge such as proficiency, ability, and concentration can significantly influence writing anxiety. This signified the experiences of the English major students about their capability in writing and highlighting the interconnectedness of these factors in research on student development and education. Encouraging regular, informal writing practice, such as journaling or creative writing exercises, can help reduce writing anxiety and enhance writing skills, as consistent practice was associated with better writing performance and lower anxiety levels.
