A PLS-SEM analysis of the factors behind writer's block of EFL university students

Abstract

The phenomenon of writer’s block has emerged as a significant concern within the realm of academic writing and publication, particularly in higher education. In Indonesia, many English as a Foreign Language (EFL) learners perceive academic writing as a complex talent that instills a sense of fear or apprehension. This phenomenon can induce writer’s block among students. Previous research has indicated that students’ beliefs and various other elements can influence the occurrence of writer’s block. Nevertheless, how these circumstances affect writer’s block remains a significant query for academics and educational practitioners. Hence, using structural equation modeling method, this study aims to investigate several constructs contributing to writer’s block, including students’ attitudes toward reading, academic stress, mental resilience, self-perceived writing abilities, and proficiency in academic writing. A questionnaire was administered to 280 participants to investigate the issue. The data was subsequently analyzed using Partial Least Square-Structural Equation Modelling (PLS-SEM). The findings indicate a statistically significant interplay correlation between the constructs. In conclusion, this study provides robust statistical evidence of the model of the constructs, validates all ten hypotheses, and underscores the complex interplay of these factors in the context of academic writing. Most notably, the study reveals that academic writing competence exerts the most substantial positive impact on writer's block (β = 0.619; t = 14.571), highlighting the critical role of enhancing writing skills in mitigating writer's block among students. Educational practitioners may utilize this study’s findings to address the issue of writer’s block, specifically among students in higher education.