The purpose of this study was to examine L2 learners’ perceived writing anxiety and the usefulness of freewriting in improving L2 writing fluency. Seventeen L1-Korean preservice English teachers enrolled in a teacher education program at a university participated. An L2 writing anxiety survey, 170 freewritings, and 17 reflective writings were analyzed. The participants showed a moderate level of L2 writing anxiety, mostly due to a lack of confidence. Across 10 freewriting practice sessions, participants’ words per minute gradually increased, with high and low fluency groups showing a similar upward trend. Participants’ written reflections revealed that they perceived the freewriting practice useful in boosting confidence and improving skills. Expressing ideas freely without concern for accuracy alleviated their L2 writing anxiety most. Participants reported they had difficulty writing in English continuously for several minutes, and disliked absence of teacher feedback.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. L2 Writing Anxiety
    2.2. Freewriting
3. METHOD
    3.1. Participants
    3.2. Instruments
    3.3. Procedures
4. RESULTS
    4.1. Preservice Teachers’ L2 Writing Anxiety
    4.2. Improvement of L2 Writing Fluency
    4.3. Perceived Benefits of Freewriting
5. DISCUSSION AND CONCLUSIONS
REFERENCES

• Jeongyeon Park(Professor, Department of British and American Studies, Dong-A University)