Writing ability is essential in second language (L2) learners’ educational and professional life.
However, experiencing writing apprehension can inhibit the L2 learners’ confidence (Daly, 1975). The
objective of this study was to investigate the writing apprehension levels of ESL pre-university learners
in writing argumentative composition. 320 pre-university learners from a local institution participated
in the study. Two instruments were employed in the study. The first was the Second Language Writing
Anxiety Inventory (SLWAI) and the other one was the Analytic Scale of Argumentative Writing
(ASAW). The findings revealed a moderate level of writing apprehension among the pre-university
learners in argumentative writing. Among the three Second Language Writing Apprehension (SLWA)
dimensions, avoidance behaviour obtained the highest mean score. As writing is one of the important
components tested in Malaysian University English Test (MUET), the findings of the present study
may become a platform for instructors to develop a better understanding about SLWA. Hence, it may
throw light on what educators can do to help these L2 learners cope with or eliminate writing
apprehension as it hampers the writing quality.