Overcoming foreign language anxiety among students in Chinese English classrooms

Abstract

In English classes in China, students' foreign language anxiety is expected, which significantly weakens students' confidence and interest in learning foreign languages, and seriously leads to students' aversion to foreign languages. This dissertation addressed the main factors influencing Chinese students' foreign language anxiety, categorising them into three main groups: learner factors, teacher factors, and social-cultural factors. Foreign language anxiety is recognised as an emotional response that can impede learning a foreign language. Numerous studies have highlighted its prevalence among foreign language learners and its detrimental impact on language acquisition. This dissertation proposes practical suggestions based on Vygotsky's social constructivism theory to address this concern and alleviate student anxiety. These recommendations offer valuable guidance to educators in their teaching practices and empower students to overcome anxiety and enhance their foreign language learning experience.