International Interdisciplinary Journal of Education - February 2012, Volume 1, Issue 1 6 Abstract— Many researchers as well as practitioners in the area of English writing instruction and learning have highlighted the problem of writing apprehension as crucial determinant of student‟s success in learning to write effectively in English. Thus, this research aims to investigate the effects of writing apprehension on the writing process of Jordanian EFL students at Yarmouk University in Jordan. The sampling of this study consisted of sixty third year students studying B.A English Language and Literature at Yarmouk University in Jordan for the academic year 2010/ 2011. The instruments used in this study were Adapted Daly and Miller‟s [14] Writing Apprehension Test (WAT) by Gungle and Taylor [19] to measure writing apprehension and the writing strategy questionnaire which was adapted from the questionnaire used by Petric and Czárl [27]. The results of this study showed that majority of the Jordanian EFL students at Yarmouk University in Jordan experienced high level of writing apprehension. Furthermore, There were a significant differences among high, mid, low in the frequency use across the three writing stages .These statistics suggested writing apprehension level of students had affected the frequency of strategy use and type of strategy use. English Language and Literature students at Yarmouk University in Jordan of different writing apprehension levels had preference over different and frequency of strategy use. Keywords— EFL, Jordanian Students, Writing Apprehension, Writing Processes, Yarmouk University.. I. INTRODUCTION RITING is considered to be the most complex and difficult skill to master and as a rule, is more complex and difficult than writing in one‟s native language [5]. Writing presents a great confront for most students in academic context, both in the mother tongue and in an ESL\EFL contexts. As English has become the most popular language universally, the important of English writing cannot be too emphasized [10]. This difficulty of master writing, as in [30], “lies not only in generating and organizing of ideas but also in translating these ideas into readable texts”. To [27], there are three stages in writing involving pre-writing, while-writing and post-writing. These three stages of the writing process are interconnected and they are non-linear in that they may overlap and may occur repeatedly without any fixed sequence or order [23]. Hence, L2 students need to use various techniques and strategies as required at each stage of the writing process [12]. In their study, [27] stated that the pre-writing stage involved planning to write. Usually teachers provided a lot of help at this stage to support the students in the generation of ideas. After that, in the second stage, that is the while writing stage, the first draft would be written by the students themselves who then went on to revise and to produce the second draft. Finally, in the post-writing stage, the students would focus on the grammatical aspects, idea organization, and vocabulary. After the final editing, they would then submit their final written task. In Jordan, the importance of English is limited to the process of university entrance selection purposes and as a foreign language, it is not used as “one of the primary means of communication in the society but taught simply as a school subject” [24]. Most studies that were conducted in Jordanian EFL contexts (e.g. [35] - [36] - [37]; [2]; [3]; [28]) assures that most EFL students are weak in writing. These studies have shown that EFL Jordanian students encounter several problems in all language skills, particularly in writing. Similarly, the previous studies assure that the weaknesses of Jordanian EFL students due to several reasons, including English language department curricula imposed by the EFL teachers in Jordan which focus on the traditional methods employed to teach writing to EFL students not on the process of writing. These studies have also recommended further research for explaining the sources and causes of the weakness of writing by Jordanian EFL students. The present study will look beyond the previous studies to gain more understanding and attempts to investigate the reasons behind the weakness of Jordanian EFL students in writing. The researcher thought the problem is more complicated than other Jordanian researchers addressed, despite the fact that writing apprehension is a problem facing many L2 writers ([15]; [19]; [9]; [4]) L2 writers experience high levels of apprehension, which tends to cause writing hate and avoid the writing process. As such, this research studied the writing process of a group of university students at higher education level studying in the Department of English Language and Literature at Yarmouk University in Jordan. All the subjects are selected from the English Language and Literature degree since the The Effects of Writing Apprehension in English on the Writing Process of Jordanian EFL Students at Yarmouk University Al_Sawalha, Abdulla Musa Salem and Chow, Thomas Voon Foo School of Languages, Literacies and Translation Universiti Sains Malaysia W