Speaking Anxiety Lower-Level Learners Experienced in Transitional Higher Education in China

Abstract

Many students experience foreign language speaking anxiety (FLSA). This chapter adopts quantitative and qualitative methods to research the possible causing factors of FLSA and the corresponding solutions. Quantitative data was collected from 41 year one students at XJTLU using questionnaires to test 14 factors' impacts on students' speaking anxiety from three categories: self, peer, and teacher. Qualitative data was collected from the interviews with 11 students which probed into what elements from those three categories could help reduce students' speaking anxiety effectively from their perspectives. The quantitative data analysis showed that most students had a high level FLSA, and the 14 factors influenced their speaking anxiety to different levels. The qualitative data revealed that students generally believed that teacher-related elements could help reduce their speaking anxiety most effectively. With the findings, it is hoped that teachers in transnational higher education can be acquire some inspirations regarding how to effectively reduce their students' FLSA.