Abstract：Abstract:With 240 secondyear college English majors as the subjects, the present study constructs a survey scale of the inducing factors for the Chinese English learners classroom English writing anxiety, aiming to provide a scientificallyoriented and easilyhandled assessment tool for research on classroom English writing anxiety. The results show that English writing anxiety consists of the inducing factors from the language learners themselves and those from the writing process: the former refers to expression competence, language competence and discourse competence, while the latter involves evaluation feedback, written text characteristics and output modes; the ideal discrimination ability of the items in the survey scale meets the requirements of psychological measurement; the survey contents and items are closely correlated with ideal consistency and independency; the survey scale and items not only possess the predictive validity for assessing classroom English writing anxiety, but also have the potential ability in distinguishing individuals with different levels of English writing anxiety in the same English writing group.
