Learners' Perceptions of How Anxiety Interacts With Personal and Instructional Factors to Influence Their Achievement in English: A Qualitative Analysis of EFL Learners in China

TLDR

Although many researchers have examined the effects of anxiety on second language learning, the specific sources and effects of language anxiety remain unclear, and few studies have explored anxiety from the learner's perspective. The study examines learners' perceptions of how anxiety interacts with other variables to influence language learning. Twenty‑one students with varying anxiety levels were interviewed and a theoretical model was generated. The model revealed a sequential order of influence among the major affinities.

Abstract

Although many researchers have examined the effects of anxiety on second language learning in recent years, the specific sources and effects of language anxiety have not yet been clearly established. Moreover, few studies have specifically examined anxiety from the learner's perspective. Although previous interview and diary studies have pointed to a number of interesting relationships between anxiety and other variables, conclusions have been based on the researchers' personal interpretations of learner statements. The present study examines learners' perceptions of how students' anxiety works together with other variables in influencing language learning. Twenty‐one students with varying levels of anxiety were interviewed for this study, a theoretical model was generated, and a sequential order of influence among the major affinities was indicated.