Higher Students' Anxiety Level and Factor in Writing Essays through Google Docs

This study aimed to investigate the level and factors of anxiety experienced by higher students while writing essays through Google Docs. It used a quantitative data collection method collected through questionnaires adapted from the Second Language Writing Anxiety Inventory (SLWAI) by Cheng and ESL Writing Anxiety by Zhang using Five-Point Likert Scale. There were 10 participants in this study selected by using convenience sampling. The results showed an average anxiety score of 63, indicating moderate anxiety levels. The study identified that a lack of sufficient writing practice was students' primary cause of anxiety. Overall, this study provides valuable insights into the factors contributing to students' anxiety levels while writing essays through Google Docs. It can inform educators' strategies to support students in their writing assignments.


INTRODUCTION
Technology is essentially designed to assist humans in making their jobs more effective, particularly in education.It is a critical tool that can change the way students learn.It gives students access to a wealth of information and tools, allowing them to learn quickly.
Students can also participate in interactive and collaborative learning experiences.Students can also benefit from personalized learning with technology, where the material is tailored to their needs and learning styles (Grant & Basye, 2014).Technology is vital in enhancing educational quality and preparing students for the future, including language education.It permeates every facet of our daily lives and our tasks at work (Astri, Noer, et al., 2022;Astri, Nur, et al., 2022).
Related to language education itself, Drigas & Pappas (2015) stated that technology could improve students' capability and help students to learn faster.Using technology, specifically the use of computer-assisted language learning, can help students to find the right media to learn.Meanwhile, studies on the use of technology in language learning by Yurdagül & Öz (2018) stated that mobile technologies help learn and use foreign languages.Such as utilizing a dictionary, listening to language-learning materials, viewing videos, practicing writing, vocabulary, and reading, doing research, translating, perfecting pronunciation, using language-learning applications, and chatting with friends are all examples of this.They also append that competition and information exchange through chat were other factors that participants felt made language learning more fun.
This learning environment has become stronger because of the internet, which provides quick accessibility and a massive source of information that has created new behavior for students to learn (Forsyth & Ian, 2013;Li et al., 2018).It changes the way students access information and study something.To promote this learning environment, the university, as the center of learning in society, should also provide a great environment for online learning.Gurley Preparing such as standardized facility will cost lots of money, so educators should also be creative in finding affordable online learning media for students to learn.Another study from Ebadi & Rahimi (2017) conducted a study that found that using Google Docs is a more effective way for EFL learners to

METHOD
This study utilized a quantitative data collection method.Gunawan (2013) as cited in (Astri & Fian, 2020)  The questionnaire was a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree).According to Cheng, a mean score of above 65 is indicated as high, below 50 is low anxiety, and 50-65 is indicated as moderate.Each type of category was also analyzed to find out the level of each category that students experienced.Meanwhile, to find out the anxiety causes that students experienced, the researcher adapted a questionnaire from (Zhang, 2011) that was then converted and ranked according to its percentage.

Level of writing Anxiety
The level of students' anxiety in writing is obtained from the previously mentioned questionnaire, consisting of 22 items.It used a five-point Likert response scale to determine the degree of writing anxiety.This finding looks slightly different from the previous study that indicates students were in the high-level category (Huwari & Abd Aziz, 2011;Syarifudin, 2020;Wahyuni, 2018).This finding can be translated into that students still show anxiety symptoms in writing, such as nervousness and difficulties in organizing their thoughts and producing ideas while writing in less alert (Atay & Kurt, 2006;Ekmekçi, 2018).
To explore more about this finding, it is crucial to understand the types of anxiety the students face in writing towards google docs.
The From the table above, the percentages of the three types of anxiety can be categorized and seen in the following graphic.Types of Anxiety Gibson, 2014).Meanwhile, avoidance behavior is where students avoid or put off writing tasks, despite the negative consequences of not completing them (Narayan et al., 2011a(Narayan et al., , 2011b)).
And somatic anxiety is when students are afraid of criticism, the stress of deadlines or being graded, or technical difficulties using Google Docs (Wern & Rahmat, 2021).None of these types of anxiety shows a higher percentage of anxiety, according to data taken from Questionnaire 1.The results are slightly different from the previous study that cognitive anxiety is more dominant other than the other types of anxiety (Hartono & Maharani, 2020;Nugroho & Ena, 2021;Rezaei & Jafari, 2014;Syarifudin, 2020;Wern & Rahmat, 2021).
Besides knowing the types of anxiety, the students have, it is also important to understand the cause of anxiety they have in writing essays through google docs.To obtain data, a questionnaire is employed.The results show the cause of anxiety in the following figure.(Zhang, 2011) The figure above shows that insufficient writing practice is the number one cause of anxiety that students have (80), followed by insufficient writing technique and linguistics difficulties (60). it is in line with the previous study that those two causes still become the major factors in students' anxiety in writing (Cindewangi & Arini, 2023;Jafari, 2019;Rezaei & Jafari, 2014).This insufficient can lead students to be lacking and unfamiliar with writing with Google Docs: If students are not familiar with it, they may feel anxious about using it for writing.
They may worry about making mistakes, losing

Cause of Anxiety
also be a significant obstacle to effective writing (Ekmekçi, 2018;Ekpoh, 2016).When someone lacks knowledge on a topic, they may struggle to generate ideas, organize their thoughts, and provide relevant evidence to support their arguments.Overall, a lack of topic knowledge can be a significant obstacle to effective writing.

( 2018 )
stated that educators' readiness to teach in blended and online learning environments significantly impacts their perceptions of how effectively they facilitate learning.The study focused on educators' preparation to teach, their perceived teaching presence, and their behaviors related to teaching presence in blended and online learning settings, highlighting the importance of specific faculty training to facilitate learning in such courses.
enhance their academic writing skills.EFL learners can use Google Docs to share and peeredit their writing assignments, which is costeffective and efficient.Through this, students can post their writing to their peers and instructors, allowing for editing, commenting, and feedback that can help quickly improve their academic writing skills, both in and out of the classroom.In addition, Hoang & Hoang (2022) also found that students value the usefulness of Google Docs-based collaboration in improving their English academic writing abilities.The use of Google Docs can help students in writing assignments.However, besides the usefulness of Google Docs, it is also essential to understand the students' anxiety in writing essays through Google Docs, especially students who use Google Docs for the first time; moreover, students in developing countries such as Indonesia.Students in developing countries often have a fear of using technology to study due to several reasons.Many of them may not have access to reliable technology and the internet, and even if they do, they may not have the technical knowledge to use it effectively (Adnan & Anwar, 2020).Additionally, technology and internet access can be costly, leading to concerns about the affordability and sustainability of using it for learning.Furthermore, students may also have privacy and security concerns about using technology for their studies and the lack of adequate support to troubleshoot technical issues.All these factors contribute to the fear and hesitation of students in developing countries to embrace technology in their education.So, this study is crucial to investigate since none of the authors best known has investigated students' level of anxiety in writing essays through Google Docs.This study is also expected to give educators preferences and insight into the use of mobile-assisted language learning, especially using Google Docs as media for online writing, and also to give insight into the educational physiology perspective about students' anxiety and its factor toward google docs.

Figure 2 .
Figure 2. Cause of Anxiety(Zhang, 2011) Among all factors contributing to the anxiety causes, lack of confidence and fear of tests are the lowest among the other indicators of anxiety cause(40).Some individuals may lack confidence in their writing abilities and feel that they are not capable of producing high-quality work.(Fischer & Meyers, 2017).It can lead to avoidance behavior as they may feel their efforts will be futile.The fear of tests is also become the cause of anxiety that students encounter.It arises when one is faced with the possibility of taking an exam or test where one might worry about their grades, their future, and the opinions of others(Kaplan & Saccuzzo, 2017).CONCLUSIONHigher students' anxiety when using Google Docs to write an essay can significantly affect their academic success and well-being.Already a difficult job, writing an essay calls for research, organization, and critical thinking abilities.However, when students share the document through Google Docs, they are frequently under additional pressure to produce high-quality work while being aware of their peers' expectations and feedback.This stress can cause cognitive and somatic anxiety, which can appear in various ways, including excessive concern, procrastination, physical symptoms, and negative self-talk.The dread of criticism is one of the main causes of anxiety.Students expose themselves to possible criticism and feedback from their peers when they share their writing through Google Docs.Feelings of vulnerability and selfdoubt may result from this, which may lead to an increase in worry.Students' anxiety levels may also increase due to technical issues, particularly if unfamiliar with the site.For instance, if students have trouble formatting or uploading the paper, they might get irritated and overwhelmed, which can worsen their anxiety.Another element that raises students' anxiety when composing an essay in Google Docs is performance anxiety.Students who are required to submit superior work may feel frightened.

Table 1 .
Level of Students' Anxiety Level