English Learning Anxiety and Its Effect on the Academic Performance of Chinese University Students

Abstract

Anxiety is widely regarded as a significant factor in foreign language learning. To explore the anxiety levels of Chinese university students in university stage’s English learning, this study investigated 41 students from a university in Shanghai, China and employed SPSS 24.0 to conduct a quantitative research. The results found that students generally hold a relatively high level of anxiety in English learning (r=-0.483, p<0.01). Using the Foreign Language Classroom Anxiety Scale (FLCA), the study identified four key types of anxiety and each variable negatively influences communicative performance. Among these four dimensions, Communicative Anxiety had the most negative effect (r=-0.500, p<0.01), especially when speaking a foreign language in classroom settings. Further analysis of specific questions, such as discomfort in speaking before peers (Q24), reveals substantial score disparities between high- and low-anxiety groups, with differences exceeding 80 points. Furthermore, the paper discusses potential underlying causes of these findings and provides practical suggestions for educators to relieve students’ anxiety, thereby fostering a more beneficial learning environment.