Exploring Foreign Language Anxiety in the Chinese EFL Classroom:  A Case Study

Fen Fu; Gurnam Kaur Sidhu; Arieff Shamida; Juan Long

doi:10.21834/e-bpj.v8i25.4853

Authors

Fen Fu Faculty of Foreign Languages, Shaoyang University, Shaoyang, Hunan Province, China
Gurnam Kaur Sidhu Faculty of Education, Languages, Psychology, and Music (FoELPM), SEGi University, Petaling Jaya, Malaysia
Arieff Shamida Faculty of Education, Languages, Psychology, and Music (FoELPM), SEGi University, Petaling Jaya, Malaysia
Juan Long Faculty of Foreign Languages, Shaoyang University, Shaoyang, Hunan Province, China

DOI:

https://doi.org/10.21834/e-bpj.v8i25.4853

Keywords:

Foreign Language Anxiety, Learning Environment, Quality EFL Teaching and Learning

Abstract

This study aimed to examine the factors affecting foreign language anxiety (FLA) in Chinese tertiary EFL classrooms. This study adopted a descriptive case study design involving 490 EFL students from one public university in China. Data were collected via a self-reported questionnaire and semi-structured interviews. The findings reported a moderate level of FLA among the students. Internal and external factors affected the student’s FLA, including performance anxiety, perceived lack of proficiency, low motivation, relationship challenges, and learning environment-related challenges. These findings implied universities should enhance the physical and pedagogical learning environment to sustain quality EFL teaching and learning.

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