TIME PRESSURE, ANXIETY, AND COPING STRATEGIES IN VSTEP WRITING TASK 2: A QUALITATIVE STUDY WITH A2 EFL LEARNERS
Main Article Content
Abstract
This small-scale qualitative study explores how first-year English as a Foreign Language (EFL) students perceived time pressure, experienced anxiety, and explained their coping strategies while completing a timed VSTEP Writing Task 2 essay. The study involved 10 students in an intensive English program at a Vietnamese university whose entry proficiency was approximately A2 CEFR (Common European Framework of Reference for Languages) and who were working toward B2/VSTEP-related demands. The data were drawn from timed 40-minute essays, immediate post-task written reflections, and task-elicited interviews conducted within one week. Using reflexive thematic analysis, the study examined the learners’ reported perceptions of time pressure, anxiety triggers, and coping rationales. The findings suggest that the participants commonly experienced timed writing through persistent clock awareness, difficulty initiating and sustaining ideas, fear of not finishing, and reliance on completion-oriented strategies such as simplification, content reduction, and limited revision. The study offers a context-specific qualitative account that may inform pedagogical support for lower-proficiency learners preparing for timed argumentative writing in VSTEP-related contexts.
Keywords
VSTEP, Writing task 2, A2 CEFR, EFL Learners
Article Details
References
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Cumming, A. (2013). Multiple dimensions of academic language and literacy development. Language Learning, 63(S1), 130–152. https://doi.org/10.1111/j.1467-9922.2012.00741.x
Doan, P. A. N., & Piamsai, C. (2025). Washback of Vietnamese Standardized Test of English Proficiency (VSTEP.3-5) on Undergraduate Students’ Learning Strategies. LEARN Journal: Language Education and Acquisition Research Network, 18(1), 23–53. https://doi.org/10.70730/VEZK2760
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Guo, T., Hamat, A., & Jaafar, N. M. (2025). Writing Anxiety and L2 Writing Performance: A Systematic Literature Review. Arab World English Journal, 16(1), 103–124. https://doi.org/10.24093/awej/vol16no1.7
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Kieu, V. L. (2022). Factors affecting EFL learners’ writing task 2 in the VSTEP test format. Journal of Inquiry into Languages and Cultures, 6(2), 209–217. https://doi.org/10.63506/jilc.0602.95
Kormos, J. (2012). The role of individual differences in L2 writing. Journal of Second Language Writing, 21(4), 390–403. https://doi.org/10.1016/j.jslw.2012.09.003
Li, S. (2023). Working memory and second language writing: A systematic review. Studies in Second Language Acquisition, 45(3), 647-679. https://doi.org/10.1017/S0272263123000189
Nguyen, T. T. M., Hoang, T. N. L., Nguyen, T. L., & Le, T. T. N. (2025). Challenges and some solutions of VSTEP writing test for non–English major students. Hanoi Open University Journal of Science, 125, 19-28. https://doi.org/10.59266/houjs.2025.546
Nugraheni, D. A. (2023). Mapping Undergraduate EFL Students’ Writing Anxiety: Trajectories from Responses, Reasons, and Strategies. Jo-ELT, 10(2), 251. https://doi.org/10.33394/jo-elt.v10i2.9452
Phung, D. H., & Le, N. V. A. (2024). A study on the difficulties encountered by senior students of English in writing essay task 2. European Journal of English Language Teaching, 9(1), 117-140. https://doi.org/10.46827/ejel.v9i1.5316
Puspita, A. G. (2023). An Analysis of the Level of Students’ Anxiety on Their Writing Skills. IREELL Indonesian Review of English Education, Linguistics and Literature, 1(2), 108-126. https://doi.org/10.30762/ireell.v1i2.1970
Rahimi, M., & Zhang, L. J. (2017). Effects of Task Complexity and Planning Conditions on L2 Argumentative Writing Production. Discourse Processes, 55(8), 726-742. https://doi.org/10.1080/0163853X.2017.1336042
Rahimi, M., & Zhang, L. J. (2019). Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language. Reading and Writing, 32, 761–786. https://doi.org/10.1007/s11145-018-9887-9
Rostamian, M., Fazilatfar, A. M., & Jabbari, A. A. (2018). The effect of planning time on cognitive processes, monitoring behavior, and quality of L2 writing. Language Teaching Research, 22(4), 418–438. https://doi.org/10.1177/1362168817699239
Saldaña, J. (2021). The coding manual for qualitative researchers (4th ed.). SAGE. https://www.sagepub.com/shop/buy-a-book/the-coding-manual-for-qualitative-researchers-4-273583
Tabari, M. A. (2022). Investigating the interactions between L2 writing processes and products under different task planning time conditions. Journal of Second Language Writing, 55, 100871. https://doi.org/10.1016/j.jslw.2022.100871
Tabari, M. A., & Goetze, J. (2024). Exploring the impacts of task complexity, anxiety, and self-efficacy on L2 written production: Unraveling individual differences in TBLT. International Journal of Applied Linguistics, 34(4), 1533-1555. https://doi.org/10.1111/ijal.12582
Tabari, M. A., & Golparvar, S. E. (2025). Understanding Task‐Specific Emotions in L2 Writing: the Influence of Task Repetition and Task Rehearsal Across Proficiency Levels. International Journal of Applied Linguistics, 35(4), 1982–1995. https://doi.org/10.1111/ijal.12745
Tabari, M. A., Farahanynia, M., & Botes, E. (2025). Examining the predictive power of L2 writing anxiety on L2 writing performance in simple and complex tasks under task-readiness conditions. Assessing Writing, 63, 100912. https://doi.org/10.1016/j.asw.2024.100912
Teng, L. S., & Zhang, L. J. (2020). Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference? Journal of Second Language Writing, 48, 100701. https://doi.org/10.1016/j.jslw.2019.100701
Trinh, Q. L., Kieu, V. L., Luu, H. T., Ngo, H. H. N., & Le, C. T. (2025). EFL students’ challenges in writing VSTEP essays. Hanoi National University of Education Journal of Science, Educational Sciences, 70(5), 34–41. https://doi.org/10.18173/2354-1075.2025-0087
Weigle, S. C. (2002). Assessing writing. Cambridge University Press. https://doi.org/10.1017/CBO9780511732997
Wern, T. C., & Rahmat, N. H. (2021). An investigate study on the types and causes of EFL writing anxiety: A case study of learners from a Chinese independent middle school. European Journal of English Language Teaching, 6(3), 19–36. https://doi.org/10.46827/ejel.v6i3.3553
Yu, Y., & Zhou, D. (2022). Understanding Chinese EFL learners’ anxiety in second language writing for the sustainable development of writing skills. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1010010
Zargar, M., & Nimehchisalem, V. (2023). Iranian medical students’ EFL writings anxiety, coping strategies, and attitudes towards writing in an online setting. Open Journal of Modern Linguistics, 13(1), 26–49. https://doi.org/10.4236/ojml.2023.131003
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589-597. https://doi.org/10.1080/2159676X.2019.1628806
Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313–335. https://doi.org/10.1016/j.jslw.2004.07.001
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE. https://collegepublishing.sagepub.com/products/qualitative-inquiry-and-research-design-4-246896
Cui, H., Wang, B., & Kaur, N. (2024). Writing anxiety and self-regulation strategies among medical English students. International Journal of English Language and Literature Studies, 13(2), 342–354. https://doi.org/10.55493/5019.v13i2.5084
Cumming, A. (2013). Multiple dimensions of academic language and literacy development. Language Learning, 63(S1), 130–152. https://doi.org/10.1111/j.1467-9922.2012.00741.x
Doan, P. A. N., & Piamsai, C. (2025). Washback of Vietnamese Standardized Test of English Proficiency (VSTEP.3-5) on Undergraduate Students’ Learning Strategies. LEARN Journal: Language Education and Acquisition Research Network, 18(1), 23–53. https://doi.org/10.70730/VEZK2760
Erdel, D. (2024). A thorough investigation into foreign language writing anxiety in a Turkish EFL context. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 26(1), 25-37. https://doi.org/10.17556/erziefd.1373734
Fan, C., & Wang, J. (2024). Configurational impact of self-regulated writing strategy, writing anxiety, and perceived writing difficulty on EFL writing performance: An fsQCA approach. Scientific Reports, 14, 11125. https://doi.org/10.1038/s41598-024-61537-x
Fan, N., & Ma, Y. (2024). Effects of Planning Conditions on L2 Writing in Relation to Task Complexity. SAGE Open, 14(4). https://doi.org/10.1177/21582440241297412
Fathi, J., Derakhshan, A., & Safdari, M. (2020). The impact of portfolio-based writing instruction on writing performance and anxiety of EFL students. Polish Psychological Bulletin, 51(3), 226-235. https://doi.org/10.24425/ppb.2020.134729
Guo, T., Hamat, A., & Jaafar, N. M. (2025). Writing Anxiety and L2 Writing Performance: A Systematic Literature Review. Arab World English Journal, 16(1), 103–124. https://doi.org/10.24093/awej/vol16no1.7
Güvendir, E., & Uzun, K. (2023). L2 writing anxiety, working memory, and task complexity in L2 written performance. Journal of Second Language Writing, 60, 101016. https://doi.org/10.1016/j.jslw.2023.101016
Jawas, U. (2019). Writing anxiety among Indonesian EFL students: Factors and strategies. International Journal of Instruction, 12(4), 733–746. https://doi.org/10.29333/iji.2019.12447a
Johnson, M. D. (2017). Cognitive task complexity and L2 written syntactic complexity, accuracy, lexical complexity, and fluency: A research synthesis and meta-analysis. Journal of Second Language Writing, 37, 13–38. https://doi.org/10.1016/j.jslw.2017.06.001
Kellogg, R. T. (1996). A model of working memory in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 57–71). Lawrence Erlbaum. https://psycnet.apa.org/record/1996-98203-003
Khuder, B., & Harwood, N. (2015). L2 writing in test and non-test situations: Process and product. Journal of Writing Research, 6(3), 233–278. https://doi.org/10.17239/jowr-2015.06.03.2
Kieu, V. L. (2022). Factors affecting EFL learners’ writing task 2 in the VSTEP test format. Journal of Inquiry into Languages and Cultures, 6(2), 209–217. https://doi.org/10.63506/jilc.0602.95
Kormos, J. (2012). The role of individual differences in L2 writing. Journal of Second Language Writing, 21(4), 390–403. https://doi.org/10.1016/j.jslw.2012.09.003
Li, S. (2023). Working memory and second language writing: A systematic review. Studies in Second Language Acquisition, 45(3), 647-679. https://doi.org/10.1017/S0272263123000189
Nguyen, T. T. M., Hoang, T. N. L., Nguyen, T. L., & Le, T. T. N. (2025). Challenges and some solutions of VSTEP writing test for non–English major students. Hanoi Open University Journal of Science, 125, 19-28. https://doi.org/10.59266/houjs.2025.546
Nugraheni, D. A. (2023). Mapping Undergraduate EFL Students’ Writing Anxiety: Trajectories from Responses, Reasons, and Strategies. Jo-ELT, 10(2), 251. https://doi.org/10.33394/jo-elt.v10i2.9452
Phung, D. H., & Le, N. V. A. (2024). A study on the difficulties encountered by senior students of English in writing essay task 2. European Journal of English Language Teaching, 9(1), 117-140. https://doi.org/10.46827/ejel.v9i1.5316
Puspita, A. G. (2023). An Analysis of the Level of Students’ Anxiety on Their Writing Skills. IREELL Indonesian Review of English Education, Linguistics and Literature, 1(2), 108-126. https://doi.org/10.30762/ireell.v1i2.1970
Rahimi, M., & Zhang, L. J. (2017). Effects of Task Complexity and Planning Conditions on L2 Argumentative Writing Production. Discourse Processes, 55(8), 726-742. https://doi.org/10.1080/0163853X.2017.1336042
Rahimi, M., & Zhang, L. J. (2019). Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language. Reading and Writing, 32, 761–786. https://doi.org/10.1007/s11145-018-9887-9
Rostamian, M., Fazilatfar, A. M., & Jabbari, A. A. (2018). The effect of planning time on cognitive processes, monitoring behavior, and quality of L2 writing. Language Teaching Research, 22(4), 418–438. https://doi.org/10.1177/1362168817699239
Saldaña, J. (2021). The coding manual for qualitative researchers (4th ed.). SAGE. https://www.sagepub.com/shop/buy-a-book/the-coding-manual-for-qualitative-researchers-4-273583
Tabari, M. A. (2022). Investigating the interactions between L2 writing processes and products under different task planning time conditions. Journal of Second Language Writing, 55, 100871. https://doi.org/10.1016/j.jslw.2022.100871
Tabari, M. A., & Goetze, J. (2024). Exploring the impacts of task complexity, anxiety, and self-efficacy on L2 written production: Unraveling individual differences in TBLT. International Journal of Applied Linguistics, 34(4), 1533-1555. https://doi.org/10.1111/ijal.12582
Tabari, M. A., & Golparvar, S. E. (2025). Understanding Task‐Specific Emotions in L2 Writing: the Influence of Task Repetition and Task Rehearsal Across Proficiency Levels. International Journal of Applied Linguistics, 35(4), 1982–1995. https://doi.org/10.1111/ijal.12745
Tabari, M. A., Farahanynia, M., & Botes, E. (2025). Examining the predictive power of L2 writing anxiety on L2 writing performance in simple and complex tasks under task-readiness conditions. Assessing Writing, 63, 100912. https://doi.org/10.1016/j.asw.2024.100912
Teng, L. S., & Zhang, L. J. (2020). Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference? Journal of Second Language Writing, 48, 100701. https://doi.org/10.1016/j.jslw.2019.100701
Trinh, Q. L., Kieu, V. L., Luu, H. T., Ngo, H. H. N., & Le, C. T. (2025). EFL students’ challenges in writing VSTEP essays. Hanoi National University of Education Journal of Science, Educational Sciences, 70(5), 34–41. https://doi.org/10.18173/2354-1075.2025-0087
Weigle, S. C. (2002). Assessing writing. Cambridge University Press. https://doi.org/10.1017/CBO9780511732997
Wern, T. C., & Rahmat, N. H. (2021). An investigate study on the types and causes of EFL writing anxiety: A case study of learners from a Chinese independent middle school. European Journal of English Language Teaching, 6(3), 19–36. https://doi.org/10.46827/ejel.v6i3.3553
Yu, Y., & Zhou, D. (2022). Understanding Chinese EFL learners’ anxiety in second language writing for the sustainable development of writing skills. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1010010
Zargar, M., & Nimehchisalem, V. (2023). Iranian medical students’ EFL writings anxiety, coping strategies, and attitudes towards writing in an online setting. Open Journal of Modern Linguistics, 13(1), 26–49. https://doi.org/10.4236/ojml.2023.131003