A Study on Foreign Language Learning Anxiety Among English Major Students in Online Environments

Abstract

Foreign language learning anxiety is a common phenomenon among students, impacting their language acquisition and proficiency levels. English major students, particularly in an online setting, face unique challenges that can exacerbate anxiety levels. Understanding the factors contributing to this anxiety is crucial for designing effective language learning strategies and support systems. This study employed a mixed-methods approach, combining surveys and interviews to gather data on English major students' experiences with foreign language learning anxiety in an online environment. Participants were selected from various English programs, and data collection involved self-report measures and in-depth interviews to capture both quantitative and qualitative insights. The primary objective of this study was to investigate the prevalence and impact of foreign language learning anxiety on English major students in an online setting. By examining the factors contributing to anxiety and its effects on language learning outcomes, the study aimed to provide valuable insights for educators and policymakers to enhance online language learning experiences for students. Findings: The study revealed that while online English learning can reduce overall anxiety levels and improve listening and reading skills, it also leads to increased anxiety in communication tasks. Factors such as technology-related challenges, lack of face-to-face interaction, and performance pressure contribute to students' anxiety levels. Understanding these dynamics is essential for developing targeted interventions and support mechanisms to help students navigate and overcome language learning anxiety in online environments.