Anxiety and Self-efficacy in Foreign Language Learning Speaking among Chinese Students

Abstract

This study explores the relationship between speaking anxiety and self-efficacy among Chinese students preparing for language proficiency tests, such as IELTS and TOEFL, in the context of increasing globalization and the widespread use of English. Drawing from the literature on second language acquisition and Banduras self-efficacy theory, we investigate how Chinese students beliefs in their ability to speak a second language influence their anxiety levels. A questionnaire comprising self-efficacy and anxiety scales was administered to 51 English language students in an intermediate IELTS or TOEFL program in China. The findings reveal a weak negative correlation between self-efficacy and speaking anxiety, indicating that as speaking anxiety decreases, students self-efficacy in learning to speak a second language increases. Conversely, heightened anxiety levels tend to deter students from engaging in spoken language learning. These results align with previous research highlighting the detrimental impact of anxiety on language performance and learners willingness to engage in language learning. This study underscores the importance of addressing speaking anxiety among Chinese students and its implications for their second language proficiency. It also offers valuable insights for educators, enabling them to better understand and address the root causes and consequences of speaking anxiety, thereby fostering a more conducive learning environment. Ultimately, this research contributes to the broader conversation on language learning strategies and provides practical guidance for both students and educators aiming to enhance the effectiveness of second language acquisition.