An examination of foreign language classroom anxiety: Its sources and effects in a college English program in China

The purpose of this study was to examine the sources and effects of foreign language anxiety in a college English program in China. The hypotheses in the quantitative portion investigate the relationship between anxiety and language achievement, as well as respective impact of gender, grade level, self-evaluated foreign language proficiency, and other characteristics that affect anxiety and the anxiety-achievement relationship. Possible sources specific to the contextual and cultural setting were examined through a qualitative interview approach.; A total of 532 business major students from first year through fourth year in a college in Shanghai participated in this study, which was conducted in December, 1997, and January, 1998. Students' anxiety levels were measured primarily by the Foreign Language Classroom Anxiety Scale (FLCAS). The students were also asked to complete a demographic information sheet. Twenty-one students from each of the high, moderate, and low anxiety groups were selected for interviews.; The findings indicated that there was a negative but moderate relationship between foreign language anxiety and achievement. The statistics showed that FLCAS consistently correlated more highly with scores for aural/oral-oriented achievement measures than those that related more to written work. Other findings showed that first-year students were the most anxious of all the grade levels; people who were from Shanghai had a lower anxiety level and higher achievement than others; students who were exposed to English at home also had a slightly lower anxiety level and higher achievement scores; the strength of students' motivation and anxiety were negatively correlated.; A theoretical model was generated from the qualitative data analysis, in which Peer Pressure, Learning Strategies, and Interest & Motivation were found to have direct influence on anxiety. Sequential order of influence among the major affinities (variables) were also indicated in the model.; This study suggests that the anxiety identified in Western research plays a similar role in Chinese students' language learning. However, special features are connected with both the effects and the sources of anxiety in a Chinese cultural context. These features should be attended to in order to improve foreign language classroom practice in this setting.