Learning Strategies and Writing Anxiety on Argumentative Writing Competence of Students

This study investigates the impact of learning strategies and writing anxiety on the argumentative writing competence of Grade 10 students at Kitaotao National High School. Using a quantitative cross-sectional survey design, data were collected from approximately 120 students through a Likert scale questionnaire to assess their cognitive, metacognitive, and collaborative learning strategies and their writing anxiety levels related to procrastination, fear of criticism, and self-critical dialogue. The findings reveal that students effectively employ various learning strategies, particularly cognitive ones, enhancing their ability to organize information for persuasive writing. However, significant writing anxiety, especially fear of criticism, negatively affects their writing performance and confidence. The results indicate a robust positive relationship between learning strategies and argumentative writing skills, with metacognitive strategies emerging as the most significant predictor of writing competence. Additionally, self-critical dialogue is crucial in motivating students to improve their writing skills. The study highlights the need for educators to foster a supportive environment that encourages constructive self-reflection while addressing the challenges posed by writing anxiety.