Language anxiety among chinese efl learners: a comprehensive investigation of psychological factors and coping strategies

Abstract

English as a Foreign Language (EFL) learners in China frequently experience significant levels of anxiety when learning and using English, which can substantially impair their language acquisition and performance. This study investigates the multifaceted nature of language anxiety among Chinese EFL learners, examining its sources, manifestations, and impact on learning outcomes. Through a comprehensive analysis of current research and a mixed-methods approach involving 280 Chinese undergraduate students from three universities in Beijing, Shanghai, and Guangzhou, this research explores the psychological, cultural, and educational factors contributing to foreign language anxiety (FLA) in the Chinese context. The findings reveal that Chinese EFL learners experience distinct patterns of anxiety rooted in cultural values, educational traditions, and linguistic differences between Chinese and English. Key factors identified include fear of negative evaluation, perfectionism, face-saving concerns, teacher-student power dynamics, and limited authentic language exposure. The study provides evidence-based strategies for educators and learners to address anxiety-related challenges and improve English learning outcomes in Chinese educational settings.