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Purpose  The study aims to ascertain the degree to which Saudi tertiary level writers experience foreign language (FL), English, writing anxiety compared with other variables known to affect writing, such as motivation, types of self-efficacy or teacher assistance, how anxiety relates to those other variables, and whether the effects of anxiety on writing are always perceived as negative.    Design/methodology/approach  This study used questionnaire and interview data following writing tasks in two conditions (practice and exam).    Findings  The key findings were that, regardless of level or writing condition, writing anxiety emerged as the least strongly experienced of all the relevant variables. From factor analysis, it was found to be associated with perceived general English language proficiency and writing strategic ability and not with topic knowledge, teacher or motivational variables. Contrary to the assumption in much of the literature, many participants experienced some anxiety as having a positive effect on their English writing, in certain ways and at certain times (dependent on the writing condition) and not solely a negative impact.    Research limitations/implications  Implications are drawn for theory and for the teaching of writing.    Practical implications  Drawn towards the end of the paper.    Social implications  Any research on factors that affect writing seemingly has practical value and implications in such contexts, in addition to interest for L2 writing research and theory.    Originality/value  There remains a question that applies across the whole field of anxiety research in education and applied linguistics concerning whether anxiety is, as often assumed, always bad and so constitutes something to be removed, or whether in fact some degree of anxiety is actually helpful (Alpert and Haber, 1960). This study aims to answer.

Is it all bad? Saudi EFL student perceptions of the role of anxiety when writing