Abstract

In this study, 419 International Chinese Education sophomores were randomly selected as the subjects to investigate the online English learning anxiety in 2022 with the questionnaire OLECAS. The study aimed to examine the structure and predictors of English learning anxiety among International Chinese Education undergraduates in an online live classroom setting. The findings showed that in the online live classroom, the English learning anxiety of International Chinese Education students was mainly manifested in online classroom anxiety (OCA), confidence anxiety on offline tests (CAOT), emotional anxiety on offline tests (EAOT), and anxiety on offline test results (AOTR). The study further explored the relationship between English learning anxiety and English performance (esp. the CET4 score). The results showed that all the anxiety factors were negatively correlated with English performance. Among them, “emotional anxiety on offline tests” and “anxiety on offline test results” had a predictive effect on English test scores; while “online classroom anxiety” and “confidence anxiety on offline tests” had no significant predictive effect on English test scores. The findings provide practical implications for adjusting online teaching strategies and reducing test anxiety among college English learners

Keywords

pre-service Chinese undergraduates; synchronous online teaching; English learning anxiety; teaching strategies; online education

References

  1. Bandalos, D.L., Yates, K., & Thorndike-Christ, T. (1995). Effects of math self-concept, perceived self-efficacy, and attributions for failure and success on test anxiety. Journal of Educational Psychology, 87(4), 611-623. doi: 10.1037/0022-0663.87.4.611.
  2. Bashori, M., van Hout, R., Strik, H., & Cucchiarini, C. (2022). Web-based language learning and speaking anxiety. Computer Assisted Language Learning, 35, 1058-1089. doi: 10.1080/09588221.2020.1770293.
  3. Cancino, M., & Cabello, G. (2024). Foreign language speaking anxiety and computer self-efficacy in an online emergency remote teaching environment: Perceptions from EFL learners. MEXTESOL Journal, 48(4), 1-16. doi: 10.61871/mj.v48n4-13.
  4. Cassady, J.C., & Johnson, R.E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27(2), 270-295. doi: 10.1006/ceps.2001.1094.
  5. Chastain, K. (1988). Developing second language skills: Theory and practice (3rd ed.). Orlando: Harcourt Brace Jovanovich.
  6. Dewaele, J.-M., Saito, K., & Halimi, F. (2023). How foreign language enjoyment acts as a buoy for sagging motivation: A longitudinal investigation. Applied Linguistics, 44(1), 22-45. doi: 10.1093/applin/amac033.
  7. Ganschow, L., Sparks, R.L., Anderson, R., Javorsky, J., Skinner, S., & Patton, J. (1994). Differences in language performance among high-, average-, and low-anxious college foreign language learners. The Modern Language Journal, 78(1), 41-55. doi: 10.1111/j.1540-4781.1994.tb02013.x.
  8. García-Castro, V., & O'Reilly, J. (2022). Foreign language anxiety and online engagement during the COVID-19 pandemic: A comparison between EMI and FMI university students. English Teaching & Learning, 46, 273-291. doi: 10.1007/s42321-022-00120-x.
  9. Gardner, R.C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
  10. Giasiranis, S., & Sofos, L. (2020). The effect of self-regulation in a MOOC environment on the completion and performance of learners. Open Journal of Social Sciences, 8, 127-158. doi: 10.4236/jss.2020.810010.
  11. Hembree, R. (1988). Correlates, causes, and treatment of test anxiety. Review of Educational Research, 58(1), 47-77. doi: 10.3102/00346543058001047.
  12. Horwitz, E.K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126. doi: 10.1017/S0267190501000071.
  13. Horwitz, E.K., Horwitz, M.B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. doi: 10.1111/j.1540-4781.1986.tb05256.x.
  14. Huang, Y., & He, W. (2023). Self-directed learning experience and learning approaches among Chinese university students in blended learning: The mediating role of learning satisfaction. Frontiers in Psychology, 14, article number 1278827. doi: 10.3389/fpsyg.2023.1278827.
  15. Kaiser, H.F. (1958). The Varimax criterion for analytic rotation in factor analysis. Psychometrika, 23, 187-200. doi: 10.1007/BF02289233.
  16. Kleinmann, H.H. (1977). Avoidance behavior in adult second language acquisition. Language Learning, 27(1), 93-107. doi: 10.1111/j.1467-1770.1977.tb00294.x.
  17. Lee, Y., Kim, D., & Lim, J. (2023). Do expressive writing interventions have positive effects on Koreans? A meta-analysis. Frontiers in Psychiatry, 14, article number 1204053. doi: 10.3389/fpsyt.2023.1204053.
  18. MacIntyre, P.D. (1999). Language anxiety: A review of the research for language teachers. In D.J. Young (Ed.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere (pp. 24-45). New York: McGraw-Hill.
  19. MacIntyre, P.D., & Gardner, R.C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41(1), 85-117. doi: 10.1111/j.1467-1770.1991.tb00677.x.
  20. Mandler, G., & Sarason, S.B. (1952). A study of anxiety and learning. Journal of Abnormal and Social Psychology, 47(5), 166-173. doi: 10.1037/h0062855.
  21. Noreen, S., Ahmed, M., & Esmail, A. (2015). Role of students' motivation, attitude and anxiety in learning English at intermediate level in Pakistan: A gender based study. Educational Research International, 4, 96-108.
  22. Oxford, R.L. (1999). Second language learning: Individual differences. In B. Spolsky (Ed.), Concise encyclopedia of educational linguistics (pp. 552-560). London: Elsevier.
  23. Pan, J., & Lou, L. (2023). Research on the phenomenon of “Foreign Language Anxiety” based on individual differences of l earners. Creative Education, 14, 1759-1772. doi: 10.4236/ce.2023.149113.
  24. Scovel, T. (1978). The effect of anxiety on foreign language learning: A review of the anxiety research. Language Learning, 28, 129-142. doi: 10.1111/j.1467-1770.1978.tb00309.x.
  25. Stevens, J. (1996). Applied multivariate statistics for the social sciences (3rd ed.). Mahwah, NJ: Lawrence Erlbaum.
  26. Vogely, A.J. (1998). Listening comprehension anxiety: Students' reported sources and solutions. Foreign Language Annals, 31(1), 67-80. doi: 10.1111/j.1944-9720.1998.tb01333.x.
  27. Wang, Q., & Jiang, Y. (2022). A positive psychology perspective on positive emotion and foreign language enjoyment among Chinese as a second language learners attending virtual online classes in the emergency remote teaching context amid the COVID-19 pandemic. Frontiers in Psychology, 12, article number 798650. doi: 10.3389/fpsyg.2021.798650.
  28. World Medical Association. (2013). Declaration of Helsinki – ethical principles for medical research involving human subjects. Retrieved from https://www.wma.net/policies-post/wma-declaration-of-helsinki/.
  29. Young, D.J. (1986). The relationship between anxiety and foreign language oral proficiency ratings. Foreign Language Annals, 19(5), 439-445. doi: 10.1111/j.1944-9720.1986.tb01032.x.
  30. Zeidner, M. (1990). Does test anxiety bias scholastic aptitude test performance by gender and sociocultural group? Journal of Personality Assessment, 55(1-2), 145-160. doi: 10.1080/00223891.1990.9674054.
  31. Zhang, H.W. (2022). Research on the effectiveness of English classroom questions in primary schools under the new curriculum. Knowledge Library, 2, 40-42.
  32. Zhang, X. (2021). A study on high school students’ self-regulation in online English learning during Covid-19: Based on in-depth interviews with 8 high school students. (Master’s thesis, Sichuan International Studies University, Chongqing, China).