Chinese university English majors' foreign language anxiety : its component elements, variation across classroom and online learning settings, and relations to motivation

Abstract

Foreign language anxiety (FLA) is a common affective factor in language learning. Thus far, the factors contributing to the FLA of Chinese undergraduates, particularly those who major in English, have not been fully understood. Little research has compared the FLA constructs in face-to-face learning and distance learning. Further, how these FLA factors are associated with learners’ L2 motivation remain unclear. This study thus investigated the factors underpinning the FLA among Chinese university English majors both within and beyond the classroom. It also examined how the in-class FLA factors varied across two learning settings – face-to-face learning in semester 1 and online learning in semester 2. Moreover, the study tested how the in-class and out-of-class FLA constructs were associated with the three components of the L2 Motivational Self System (i.e., Ideal L2 Self, Ought-to L2 Self, and L2 Learning Experience). Data were collected with three waves of survey and semi-structured interviews. The factors underlying in-class and out-of-class FLA were validated through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The variation in in-class FLA constructs across the two learning contexts was analyzed using paired sample t-test with data from the 377 students who completed the first two surveys. Structural equation modeling (SEM) was conducted with the 221 new participants in survey 3 to examine the relationship between the three motivational variables and in-class and out-of-class anxiety factors in two respective models. Interview data were analyzed through thematic analysis. With regard to in-class FLA, in addition to the oft-reported anxiety components (i.e., communication apprehension, lack of self-confidence in speaking English, and fear of negative evaluation), this study identified a new factor, peer pressure, among English majors in China. Paired sample t-tests revealed that the participants experienced significantly higher levels of communication apprehension and fear of negative evaluation in online teaching context due to the limited opportunities to practice oral English, inability to seek help from peers, uncomfortableness about speaking online, and Internet issues. This study also identified three out-of-class FLA factors related to daily language practice and use: anxiety about learning effectiveness, anxiety over effort management, and anxiety over learning approach. In addition, L2 Learning Experience displayed significant negative associations with all the aspects of FLA both within and beyond the classroom. Ought-to L2 Self showed significant positive relations with two in-class FLA factors (peer pressure and fear of negative evaluation) and one dimension of out-of-class FLA (anxiety about learning approach). Ideal L2 Self significantly and negatively predicted one dimension of in-class FLA (lack of self-confidence in speaking English) and two out-of-class FLA constructs (anxiety about effort management and anxiety over learning approach). The study reveals the factors underlying FLA both inside and outside the classroom, the latter of which has been rarely examined. It also suggests the influence of the constraints and affordances of online teaching context on learners’ FLA. This study further reveals the close associations of L2 motivational variables with in-class and out-of-class FLA, suggesting the critical roles of L2 selves and learning experience when managing FLA.