Alleviating college students’ writing anxiety through online collaboration to improve story writing

College students who learn English as a Foreign Language (EFL) mostly perceive foreign language writing anxiety (FLWA) which is a detrimental factor influencing their writing outcomes. Little research, however, has focused on how instruction integrated with socio-digital technology can be designed to effectively reduce EFL college students’ FLWA and enhance their story writing. Consequently, this study aimed to investigate the effects of online collaborative learning on EFL college students’ FLWA and story writing performance. A total of 68 EFL college students participated in this study, with 35 in the experimental group and 33 in the control group. In the experimental group, online collaborative writing instruction was designed based on the sociocultural theory, aiming to establish growth mindset learning experiences. A growth mindset is the belief that writing competence can be enhanced through learning and effort, which is vital for reducing students’ FLWA. In the control group, traditional writing instruction was arranged. Data incorporated pre- and post-FLWA surveys and pre- and post-English story writing tests. The results showed that the experimental group students’ FLWA reduced, and their English story writing performance improved after instruction. In contrast, no significant differences in FLWA and writing performance were found in the control group. Online collaborative writing instruction featuring elements of teamwork, peer feedback, and group discussion enabled the students to experience a growth mindset. Specifically, teamwork encouraged their persistence in writing; peer feedback with encouraging comments built their confidence; and group discussions helped them conceptualize writing strategies to overcome challenges. These elements promoted the students’ positive self-perceptions of writing competence, further reducing their FLWA and enhancing their story writing. This study suggests that online collaborative writing instruction based on sociocultural theory can facilitate growth mindset learning experiences to reduce EFL college students’ FLWA, thereby enhancing their English story writing