The Relationship Between Foreign Language Classroom Anxiety, Motivation and their Predictive Effects on Chinese University Students’ English Learning Achievement

Maorui Zhang

doi:10.54097/ejw2fs16

Authors

Maorui Zhang

DOI:

https://doi.org/10.54097/ejw2fs16

Keywords:

Foreign Language Classroom Anxiety; Foreign Language Learning Motivation; English Learning Achievement; Non-English major; Chinese university students.

Abstract

In the field of Second Language Acquisition, there are few experimental studies that concentrate on the relationships between FLCA, FLLM, and English Learning Achievement (ELA) among Chinese university students. Previous studies in second language acquisition have examined the Foreign Language Classroom Anxiety (FLCA) and Foreign Language Learning Motivation (FLLM) in China. This study investigates the relationship between FLCA, FLLM, and ELA among non-English major students from a university in Wuhan, China. 227 participants completed the questionnaire assessing FLCA, FLLM, and provided their ELA scores through final-term English tests. The findings revealed that Chinese university students exhibited moderate FLCA levels but relatively high FLLM. While FLCA demonstrated a significantly negative link with FLA, there was a substantial positive correlation between FLLM and FLA. FLCA emerged as a strong negative predictor of ELA, while FLLM significantly predicted ELA in a positive direction. These findings underscore the importance of addressing FLCA and fostering FLLM to enhance English learning outcomes among Chinese university students in similar educational settings.

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