An Investigation on English Classroom Anxiety (ECA) of Non-English Major Freshmen in Junior Colleges and Their Achievement
DOI:
https://doi.org/10.54097/axrkm396Keywords:
Non-English Major Freshmen, Jjunior Colleges, English Classroom Anxiety, Influencing Factors, Reduction StrategiesAbstract
With the development of humanistic psychology, affective factors like anxiety have gained increasing attention in second language acquisition. This study explores the types, causes of English Classroom Anxiety (ECA) among non-English major freshmen in junior colleges and proposes targeted reduction strategies. Using Krashen's Input Hypothesis and Affective Filtering Hypothesis as theoretical frameworks, 211 freshmen from Hetao University were surveyed with questionnaires and interviewed semi-structuredly. Results show moderate ECA among participants, with communication anxiety being the highest, followed by test anxiety and negative evaluation anxiety. Learner factors are the primary cause, followed by teacher factors, other factors, and peer factors. Eight strategies are proposed, including adopting appropriate teaching methods and constructing reasonable evaluation systems. This study provides practical guidance for junior college English teaching.
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