The purpose of this research was to investigate the compatibility of a proposed constructive model for written expression in the foreign language, specifically German, with the model extracted from students studying languages at the Faculty of Education, Helwan University. Additionally, the study aims to identify the effect of writing language anxiety on the cognitive processes involved in written expression in German, based on the proposed constructive model. The sample consisted of 278 foreign language learners. Various assessment tools were employed to measure both written expression and writing language anxiety. The results demonstrated the alignment of the proposed constructive model with the model derived from students studying foreign languages. Moreover, notable differences emerged in the mean scores between students exhibiting high anxiety and those with low levels. These differences were observed across various dimensions of written expression, including memory, structure, and fluency. The results were qualitatively and quantitatively discussed, and recommendations for future work were provided. The findings highlighted the significance of integrating both semantic and syntactic aspects in foreign language instruction. Moreover, educators should address the influence of anxiety on written expression and its constituent sub-processes.