Abstract

This correlational study aimed to determine the extent to which second-language writing anxiety could (a) be predicted by pre-admission cognitive measures (EPT, GAT, and high school GPA), as well as (b) predict post-admission performance measures in Saudi Arabian female freshmen. The latter measures were grades that STEM and non-STEM students obtained in general education courses, including written communication and mathematics, that had been taught entirely in English (i.e., participants’ second language). It was found that pre-admission cognitive measures (EPT, GAT, and high school GPA) were poor predictors of second-language writing anxiety in college. Different forms of writing anxiety were also poor predictors of impaired performance in written communication and largely negligible predictors in mathematics. Instead, pre-admission cognitive measures gauged academic performance better but differentially. Specifically, EPT was a better predictor of written communication performance, whereas GAT and high school GPA were better predictors of performance in mathematics. Across all variables, differences between STEM and non-STEM majors were minor if not negligible. These findings suggest that although writing anxiety is inversely related to written communication performance, other factors, such as competence in the English language, may be more consequential. A discussion of the implications and applications of these findings is discussed.