Addressing Multi-Dimensional Perspective of Language Anxiety in the Chinese EFL Classroom

Abstract:

Foreign language anxiety (FLA) has long been considered a debilitating factor that hinders second language acquisition. Despite many coping strategies, FLA continues to plague Chinese foreign language learners. Hence, this study examined multi-dimensional FLA among learners of Chinese EFL tertiary students This study was set in a public university in China and involved 190 second-year tertiary students. It employed an explanatory sequential research design wherein data were collected via a survey questionnaire and face-to-face interviews. The findings indicated that the students experienced medium-level multi-dimensional FLA, with listening anxiety recording the highest anxiety level. There were no significant differences in multi-dimensional FLA based on gender, but significant differences were recorded in multi-dimensional FLA among students possessing low, intermediate, and high English language proficiency levels. The findings imply the dynamic nature of multi-dimensional FLA and showed that skill-specific anxieties were interrelated. A low FLA could result from low motivation and interest in learning English, negatively affecting their language performance. These findings suggest that universities should enhance differentiated instruction to sustain quality EFL instruction in China among EFL tertiary learners.

Keywords:

foreign language anxiety, multidimensional FLA, EFL students, quality EFL instruction

Citation: Fu Fen and Gurnam Kaur Sidhu (2023). Addressing Multi-Dimensional Perspective of Language Anxiety in the Chinese EFL Classroom. Horizon J. Hum. Soc. Sci. Res. 5 (2), 48–59. https://doi.org/10.37534/bp.jhssr.2023.v5.n2.id1221.p48