Investigating the Perceived Relationship between Chinese University Students’ English Language Anxiety and English Academic Performance: A Case Study at Gansu University of Political Science and Law

Investigating the Perceived Relationship between Chinese University Students’ English Language Anxiety and English Academic Performance: A Case Study at Gansu University of Political Science and Law

This case study investigates English language anxiety (ELA) among 34 English-major undergraduates at the School of Foreign Studies, Gansu University of Political Science and Law, China. Using a mixed-methods approach, this study employs the Foreign Language Classroom Anxiety Scale (FLCAS) to measure the levels of perceived ELA, and the open-ended questions to explore the perceived relationship between ELA and English academic performance. Data analysis involves descriptive statistics for quantitative data and thematic analysis for qualitative data, employing SPSS Version 28.0. Data reveal the overall level of ELA among students is moderate (M>2.50, M=2.61). Furthermore, students experience the highest levels of test anxiety (M=2.74), followed by communication apprehension (M=2.61), with fear of negative evaluation ranking the lowest (M=2.50). Statistical analysis demonstrates no significant difference in ELA levels between genders (p=0.925, p>0.05), among educational background in high school (p=0.337, p>0.05), or across different academic years (f=2.604, p=0.087, p>0.05). However, there is a perceived negative relationship between ELA and English academic performance. These findings suggest that administrators and instructors at the School of Foreign Studies should recognise that students experience ELA and take action to assist highly anxious students in reducing their language anxiety.

本个案研究调查了中国甘肃政法大学外国语学院34 名英语专业本科生的英语焦虑状况。本研究采用混合方法，使用外语课堂焦虑量表测量学生的英语语言焦虑水平，并采用开放式问题探究英语语言焦虑与英语学习成绩之间的感知关系。数据分析采用SPSS 28.0 版本对定量数据进行描述性分析，对定性数据进行主题分析。数据显示，学生的英语语言焦虑总体水平为中等水平（M>2.50， M=2.61）。此外，学生的考试焦虑水平最高(M=2.74)，其次是沟通畏惧(M=2.61)，害怕负面评价的排名最低（M=2.50）。经统计分析，英语语言焦虑水平在性别间（p=0.925， p>0.05）、高中教育背景（p=0.337， p>0.05）及学年(f=2.604， p=0.087， p>0.05)间均无显著差异。然而，英语语言焦虑与英语学习成绩之间存在感知的负相关关系。这些结果表明，外国语学院的管理者和教师应该认识到学生的英语语言焦虑问题，并采取措施帮助高度焦虑的学生降低其英语语言焦虑。