Anxiety as an effective factor on language learning has paid much attention recently (Kurt & Atay, 2007). Tsui (1996) suggests that like learning other skills, learning to write can cause anxiety as well. Learners may challenge with “distress associated with writing” and develop “a profound distaste for the process” (Madigan, Linton, and Johnson, 1996, p. 295). Thus, low apprehensive writers tend to enjoy writing frequently, and are more confident in their abilities to write (Daly, Faigley, & Witte, 1981). Doesn’t make a sense
Since involving in writing activities is anxiety rising, the learners show a tendency to avoid writing situations (Haji Jalili ; Shahrokhi, 2017). As a result L2 learners writing products are shorter and contain fewer intense words (Daly ; Miller, 1975; Steinberg ; Horwitz 1986). According to Challob, Abu Bakar and Latif (2016), due to the complexity of writing and its various requirements, both novice and advanced EFL learners usually have negative perceptions towards writing which is generally known as writing apprehension or writing anxiety.
In order to confirm positive effects of peer feedback, Topping (2000) suggests that peer feedback can increase motivation through the sense of personal responsibility and can improve self-confidence. It can also reduce anxiety (reference) and can help the students to understand the fact that all learners face same problems and weaknesses as they do (Grabe ; Kaplan, 1996).
Accordingly, findings of some studies (e.g., Challob, Abu Bakar ; Latif, 2016; Haji Jalili ; Shahrokhi, 2017), show that the students have positive perceptions towards the collaboration. They suggest that ollaborative writing can help them reduce writing anxiety and improve their writing performance.