Foreign Language Anxiety among Chinese International Students in UK Higher Education Classrooms

This study focuses on the situation where international students feel nervous or reluctant to speak in foreign language classes. This is commonly referred to as “Foreign Language Anxiety” (FLA). This research takes Chinese international students at the University of Manchester as a case. Through interviews, the research aims to understand their true feelings, behaviors, and coping strategies regarding foreign language anxiety in the classroom. The research found that the international students' foreign language anxiety mainly occurs in certain specific situations. For instance, students are called upon to answer questions, participate in group discussions, or need to express their opinions in seminar sessions. In these situations, they will experience psychological tension, with symptoms such as increased heart rate and blocked thinking. Moreover, compared to everyday English communication, expressing oneself in an academic context (such as discussing theories and using professional vocabulary) is more likely to trigger anxiety. This research further found that foreign language anxiety comes from various aspects. For instance, the pace of classroom discussions is fast. Students need to understand others' viewpoints and organize their own expressions within a short period. This increases their cognitive burden. Many students are worried about their grammar, accents, or unclear expressions. This consequently leads them to be afraid of being evaluated by others. Moreover, the differences between Chinese and British classrooms make it difficult for some students to adapt in the early stages. In addition, this research paid special attention to the phenomenon of “silent classrooms”. The research found that the international students often actively choose to maintain silence to avoid mistakes or being evaluated. This helps them reduce psychological stress. As the learning time increases, students gradually adapt to the classroom environment. This silent behavior usually decreases. For FLA, this research collects some coping strategies of international students. For instance, preparing the speech content in advance, using translation or auxiliary tools, and communicating in a familiar group. Moreover, a supportive and relaxed classroom atmosphere can reduce students' anxiety.

This research holds certain practical significance in educational practice and student support. For university teachers, this research provides important insights into the design of classroom interaction. The study shows that students are more prone to anxiety in high-pressure, fast-paced interactive environments. They are more willing to participate in low-risk situations such as group discussions or anonymous expression. Therefore, teachers can reduce students' expression pressure by designing phased speaking, and using online interaction tools (such as Padlet). It can enhance the participation of international students in the classroom. This helps to improve teaching effectiveness and promote a more inclusive learning environment. Furthermore, this research points out that the utilization rate of existing language support resources is relatively low. University administrators and student support service departments can optimize the support system to enhance the actual effectiveness of the resources. For example, teachers can train students' language skills during course teaching. They also can provide more targeted guidance on academic expression. This is helpful for improving the learning experience of international students. In addition, this research also has reference value for the Chinese international student population. By understanding the common causes and universality of foreign language anxiety, students can view their nervousness more rationally. They can actively adopt effective coping strategies. This can enhance students’ self-confidence and improve their academic performance. From a broader social perspective, this research helps to promote the understanding of the learning experiences of students from different educational backgrounds. This promotes the establishment of a more equitable and inclusive educational environment.