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A Study of Foreign Language Anxiety of Chinese EFL High School Students

1School of Foreign Studies, Yangtze University, Jingzhou, Hubei, China

2College of Culture and Communications, Shangluo University, Shangluo, Shaanxi, China

American Journal of Educational Research. 2018, Vol. 6 No. 6, 722-728
DOI: 10.12691/education-6-6-21
Copyright © 2018 Science and Education Publishing

Cite this paper:
Yan Ma, Qiong Guo, Feng Wang. A Study of Foreign Language Anxiety of Chinese EFL High School Students. American Journal of Educational Research. 2018; 6(6):722-728. doi: 10.12691/education-6-6-21.

Correspondence to: Qiong  Guo, College of Culture and Communications, Shangluo University, Shangluo, Shaanxi, China. Email:


This paper aims to explore the status quo of English learning anxiety of Chinese EFL high school students to provide suggestions to deduce it. Foreign Language Classroom Anxiety Scale (FLCAS) is used to make an investigation into 293 high school students of different grades in Yuemiao High School in China. By both qualitative and quantitative analyses of data collected from the questionnaires, it finds out that ① a medium level of English learning anxiety existed widely in the students of Yuemiao High School (M=3.115, SD=0.58). Test Anxiety is the highest (Mean=3.244). Fear of Negative Evaluation is the lowest (Mean=2.981). ② In terms of grade, three grades have statistically significant differences in anxiety (p=0.005<0.05). The anxiety level of grade one is the highest (M=3.247); grade three is medium (M=3.130); grade two is the lowest (M=2.975). ③ For different gender, there is statistical difference (p=0.025<0.05). The male’s total anxiety is higher than the female’s (Mean (Male) = 3.203 > Mean (Female) = 3.052), especially in Communication Anxiety (p=0.013 < 0.05; Mean (Male) = 3.233 > Mean (Female) =3.058). ④ In terms of different majors, there is no statistical significance in English learning anxiety (p>0.05). Therefore, to minimize students’ English learning anxiety, English teachers should improve their teaching skills, build a better and more harmonious relationship with students to attract students’ interest and explore a cooperative learning mode between male and female students.