An Intervention Study on Foreign Language Learning Anxiety of College Students Based on the Positive Psychology PDCA Teaching Model

Abstract

Abstract The teaching model of positive psychology integrated with the PDCA model impacts traditional classroom teaching and revitalizes college students’ foreign language learning. This study employs both quantitative and qualitative research methods to examine the anxiety experienced by college students in foreign language learning, analyzing it from six dimensions. Utilizing the positive thinking teaching framework of the positive psychology PDCA cycle teaching model, the Lasso algorithm regression was used to screen the teaching satisfaction index and implement foreign language learning under the PDCA teaching model. Comparing the students’ theoretical and practical skills scores with traditional teaching, as well as their anxiety level, we propose targeted strategies to alleviate the anxiety of foreign language learning. In the application environment of the Positive Psychology PDCA teaching model, the overall anxiety, communication anxiety, classroom anxiety, and academic anxiety of foreign language learning at university were reduced compared with the traditional teaching model, with the mean values of 10.485, 11.125, and 10.562, respectively. The positive teaching thinking advocated by the PDCA teaching model can influence the students’ foreign language learning mindset and improve their anxiety about foreign language learning.