Communications in Humanities Research ISSN: 2753-7072
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Research Article

Foreign Language Classroom Anxiety in Chinese EFL Learners: A Review of Its Influencing Factors

Xiwei ZhangLiaoning Normal University*

* Corresponding author: [email protected]

Abstract

Foreign Language Classroom Anxiety (FLCA), as a critical affective variable in second language acquisition, has long been a focal point of research. This paper aims to review the current state of research on FLCA among Chinese English Foreign Language learners. By synthesizing and analyzing multiple empirical studies in this field, this review systematically outlines the prevalence of FLCA, its core influencing factors, its dynamic relationship with Foreign Language Enjoyment, and its pedagogical implications. Existing research consistently indicates that Chinese EFL learners generally experience moderate levels of classroom anxiety, and FLCA shows a stable, moderate negative correlation with language achievement. Studies further reveal the multidimensional factors influencing FLCA: concerning learner-internal factors, while learners’ self-efficacy, perceived language proficiency, and academic stage are all closely related to anxiety levels; concerning external factors, peer pressure, classroom activity types, and immediate teacher feedback can trigger micro-fluctuations in anxiety, whereas teacher behaviours (such as humor and predictability), although significantly enhancing Foreign Language Enjoyment, have limited direct effects on reducing FLCA. Furthermore, with the integration of Positive Psychology into applied linguistics, research has found that FLCA and FLE are two independent yet related dimensions, collectively constituting learners’ complex emotional experiences, with both emotional states and their influencing factors exhibiting dynamic changes across learning stages and over time. Studies focusing on specific groups, such as ethnic minority students and postgraduate students, have revealed the unique impact of sociocultural factors and academic publication pressure on anxiety. The review suggests that future research should increasingly adopt longitudinal and dynamic methodologies to delve deeper into the interplay between anxiety and enjoyment, and to design more targeted emotional interventions and teaching strategies for Chinese EFL learners at different educational levels, thereby optimizing the foreign language learning environment.

Keywords: Foreign Language Classroom Anxiety; Chinese EFL learners; influencing factors
Published: April 13, 2026
DOI: 10.54254/2753-7064/2026.BJ32702
Volume: CHR Vol.108
pp. 12-17
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