Effects of English-Chinese Code-Switching on Writing Anxiety in Chinese as a Second Language Learners

This study investigates the effect of English-Chinese code-switching (CS) on writing anxiety and writing performance in learners of Chinese as a second language (CSL), using a quasi-experimental design. A total of 178 beginner-level CSL learners were purposively selected based on their course materials and class hours, with 67 assigned to the control group and 111 to the experimental group. Over a period of approximately four months, the experimental group was encouraged to apply CS in their writing exercises, while the control group was required to write exclusively in Chinese. Writing anxiety was assessed using a standardized second language writing anxiety questionnaire, and writing performance was measured through a short self-introduction task. The results revealed that the experimental group experienced a significant reduction in writing anxiety, whereas the control group showed an increase in anxiety over time. In addition, the writing performance of the experimental group was significantly higher than that of the control group. These findings suggest that CS can effectively reduce CSL writing anxiety and enhance writing performance in beginner CSL learners. The results provide empirical support for integrating CS strategies in second language writing instruction, especially for learners who may struggle with linguistic confidence and emotional barriers in the early stages of acquisition.