Abstract:

Second language anxiety is an emotional reaction that diminishes second language learners’ academic performance. Researchers have identified cognitive and affective factors as contributors to students’ classroom anxiety reactions, yet few studies have examined the concurrent effect of those factors. This study employed survey questionnaires to investigate the effects of native language learning history, second language learning attitude, intrinsic/extrinsic motivation, and self-efficacy on students’ second language classroom anxiety. The study sample were 145 English language learners of Chinese descent studying at an American university. Multiple regression results indicated that the affective factors, self-efficacy and attitudes about learning the target language, were significant predictors of students’ English communication apprehension in the classroom. Male students experienced slightly higher degree of communication anxiety than their female counterparts. It is recommended that institutions identify students with low self-efficacy and develop programs that boost efficacy. Furthermore, buddy-systems and long-term tutorial services may reinforce overall oral communication performance, resulting in improved second language learning and self-confidence.

Keywords:

Anxiety, second language learners, Chinese students, university students.