Abstract
As a case study, this paper reports the results of a longitudinal survey conducted from the viewpoint of “academic report-writing anxiety” in an academic writing (AW) class for international students at a university in Japan. Three Chinese students with different learning backgrounds were analyzed. Specifically, we first conducted a questionnaire survey using the “academic report-writing anxiety scale” on 3 occasions, at the beginning, middle, and end of the class, and then explored the learning process of the AW in the class through 3 interviews, as well as analyzing the reports prepared at the end of the class. As a result of these 3 approaches, there was a tendency for anxiety to change and gradually decrease while learning AW in class. It was also suggested that changes in anxiety might be related to the learning background.
