Understanding Classroom Foreign Language Learning Anxiety: A Case Study of British Literature in a Mainland China University Context

Abstract

Despite the increasing empirical research on the psychological dimensions of language learning, Foreign Language Learning Anxiety (FLLA) remains comparatively underexplored, particularly in subject-specific academic contexts. This mixed-methods case study investigates FLLA among English as a Foreign Language (EFL) learners in British literature classrooms at a university in northwestern Mainland China. The primary research objectives are to assess the prevalence of FLLA and identify its underlying causes in this academic context. Quantitative data were collected using an adapted British Literature Classroom Anxiety Scale (ELCAS), based on the established Foreign Language Classroom Anxiety Scale (FLCAS), and analyzed via SPSS. Additionally, semi-structured interviews were conducted to gain deeper insights into the determinants of anxiety, with thematic analysis used to identify internal and external factors contributing to FLLA. The results indicate that 97.44% of participants experience moderate to high levels of anxiety, with key sources including communication apprehension, fear of negative evaluation, and test-related stress. Course-specific challenges, self-perceptual issues, and classroom and examination environments were identified as major contributing factors. These findings provide critical insights for developing strategies to mitigate FLLA in diverse EFL settings, recognizing the complex and context-sensitive nature of anxiety in contemporary language instruction.

Plain Language Summary

Dealing with nervousness in learning British literature: A study of foreign language anxiety in a Chinese University setting

In recent years, there has been a lot of study on how learning languages can affect students psychologically, but there hasn’t been as much focus on the specific anxiety tied to learning foreign languages. Previous studies mainly looked at the general worry students feel when doing language tasks, especially speaking, without really diving into how this anxiety plays out in different subjects, like literature. This investigation took a closer look at English-speaking students in China who are learning about British literature. By using a specially tailored survey and conducting interviews, the study aimed to understand how common this anxiety is and what causes it among these students. The findings showed that nearly all students (over 97%) felt a medium to high degree of anxiety in their British literature classes. This stress came from things like the fear of speaking up, worrying about others’ opinions, and stress from tests. The study also found that the difficulty of the course, how students see themselves, and the classroom and test settings could make this anxiety worse. These insights suggest it’s important to find ways to reduce this kind of stress in foreign language classes, taking into account the complex nature of learning anxiety and the various factors that contribute to it.

Keywords

anxiety anxiety levels language anxiety foreign language anxiety British literature English majors

Introduction

Foreign Language Learning Anxiety (FLLA) is a significant psychological barrier that impedes language learning success (Alnuzaili & Uddin, 2020; Liang et al., 2024; Wang, 2023), often undermining students’ performance in both general and subject-specific contexts. In recent years, research into the psychological aspects of second language acquisition (SLA) has increased (Dörnyei, 2021), with anxiety emerging as one of the most critical factors affecting learners’ cognitive and emotional engagement in language learning tasks (Alrabai, 2014; Dikmen, 2021; Linnenbrink-Garcia & Pekrun, 2011). Despite this growing body of literature, the exploration of FLLA in specific academic disciplines (Dewaele, 2019; Gopang et al., 2015; Toubot & Seng, 2018), such as literature, remains underdeveloped, particularly in the context of English as a Foreign Language (EFL) learners in China.

A key issue facing Chinese students enrolled in British literature courses, a compulsory component of English major programs in mainland China, is the anxiety triggered by complex literary texts, cultural unfamiliarity, and the sophisticated analytical skills required for success (Yu, 2020). Existing research has largely focused on broader language acquisition and general classroom environments (Lijun, 2019; Miao & Vibulphol, 2021), but studies examining FLLA within the highly specific and cognitively demanding context of literature learning (Liang et al., 2024), especially British literature, are sparse. Recent educational trends emphasize the integration of cultural knowledge and critical thinking within foreign language curricula, yet little attention has been paid to how anxiety in these contexts hinders such learning goals (Alshammari et al., 2020).

The gap between the “ideal conditions of British literature instruction” (Summerfield, 2018), which aims to foster cross-cultural understanding and literary appreciation, and the real challenges faced by EFL learners in China is significant. English majors frequently report high levels of anxiety due to difficulties in understanding archaic or unfamiliar texts, fear of negative evaluation from peers and instructors, and apprehension regarding public speaking during class presentations (c.f., Elaldı, 2016; von Wörde, 2003). These challenges are compounded by students’ limited exposure to the cultural and historical contexts underpinning British literary works (Hussein & Al-Emami, 2016). Understanding the manifestations and causes of anxiety within this academic setting is crucial to developing effective pedagogical strategies to alleviate it and support learners’ academic success.

This study seeks to address these issues by investigating the prevalence and underlying causes of FLLA in British literature classrooms at a university in northwestern China. It aims to explore the distinct characteristics of anxiety in this specific academic context and to identify key factors contributing to it. By doing so, the research provides new insights into how educators can better support EFL learners in overcoming anxiety, thereby improving their learning outcomes in literary courses.

Literature Review

FLLA is grounded in the broader conceptual framework of “generalized anxiety” (Kroenke et al., 2007; Newman et al., 2013). Spielberger (1983) originally defined anxiety as a subjective feeling involving tension, nervousness, and apprehension, along with the activation of the autonomic nervous system. This foundational understanding of anxiety provides a basis for examining its specific effects within the domain of language learning.

In exploring the relationship between anxiety and performance, Walker (1997) described it through an inverted “U” curve, demonstrating that optimal performance is achieved at moderate anxiety levels, while both low and high anxiety may impair performance. Building on this idea, Cheng and McCarthy (2018) defended the concepts of facilitative and debilitating anxieties, suggesting that while some anxiety can enhance performance, excessive anxiety is more likely to inhibit it. Furthering this discussion, recent studies by Zheng and Cheng (2018) explore these dynamics in the context of foreign language learning. They argue that while some learners may experience anxiety as a motivational force, the majority encounter debilitating anxiety that negatively affects their language acquisition process.

Moreover, Horwitz et al. (1986) were among the first to identify language anxiety as “a distinct, complex construct” (Huang, 2014; Papi & Khajavy, 2023) characterized by learners’ self-perceptions, beliefs, feelings, and behaviors in the language acquisition process. Their model has since been expanded by contemporary researchers who have examined how FLLA manifests in modern, technologically-mediated learning environments. For instance, Resnik et al. (2022) found that language anxiety in virtual classrooms often manifests differently than in traditional settings, with factors like digital literacy and online communication strategies significantly influencing anxiety levels.

Furthermore, recent research (e.g., Maher & King, 2020; O’Reilly & García-Castro, 2022) has emphasized the multifaceted nature of FLLA. It can manifest not only as overt behaviors such as avoidance or reduced participation but also through more subtle forms like hesitation in digital language exchanges or passive consumption of language input without active engagement. This aligns with Xiang (2004) and others who argued that minimizing anxiety is crucial for improving language learning outcomes. Supporting this view, newer findings by Atifnigar (2024) and Xiwei (2023) indicate that anxiety reduction strategies, particularly those tailored to individual learner needs, significantly enhance language acquisition.

Notably, FLLA is identified as a unique form of stress in second or foreign language contexts, affecting various modalities including speaking, listening, and writing (Botes et al., 2020). While early researchers like Ehrman & Oxford (1995) discussed the potential facilitative effects of moderate anxiety on language learning, more recent studies present a nuanced view. For example, Zhang (2019) highlights that while a certain level of anxiety may serve as a motivator, chronic high anxiety often leads to avoidance behaviors and hinders linguistic performance, particularly in speaking and listening tasks.

Unlike generalized anxiety, FLLA is characterized by the specific tensions and stresses encountered within language learning environments (Benson, 2021; Hussain et al., 2011;). It stems primarily from communication apprehension, test anxiety, and fear of negative evaluation (Horwitz et al., 1986). In recent years, research has expanded to include the influence of digital learning environments on FLLA. For example, Najeh Bel’Kiry (2022) and Maican and Cocoradă (2021) studied the rise of FLLA in online language learning during the COVID-19 pandemic, finding that technical issues, lack of immediate feedback, and the absence of non-verbal cues exacerbated anxiety among learners. These findings suggest that language anxiety in contemporary settings is not only tied to traditional classroom dynamics but also to the evolving nature of learning platforms.

Beyond merely addressing FLLA, recent literature emphasizes the importance of creating ideal conditions for foreign language learning to mitigate anxiety and enhance performance (Cantos et al., 2024). In this regard, immersive learning environments have been recognized as crucial for optimizing language acquisition. For example, Saffari et al. (2024) emphasizes the importance of providing learners with meaningful and contextually-rich language experiences, which align with the principles of input hypothesis and output hypothesis in SLA theory (Koceva, 2018). This perspective aligns with Vygotskian views on the importance of social interaction and scaffolding in language learning (Christensen, 2020).

Additionally, the rise of technology and Artificial Intelligence (AI) in language learning has introduced new tools for personalizing the learning experience and reducing anxiety. Studies by Woo and Choi (2021) illustrate how AI-based language learning applications can offer tailored feedback and adapt to individual learners’ needs, creating a supportive learning environment that can reduce the stress associated with language acquisition. Moreover, Virtual Reality and Augmented Reality have been utilized to create low-stakes, immersive environments for language practice, shown to lower FLLA by providing learners with realistic yet controlled settings to practice their language skills (De Paula Forero Pataquiva & Klimova, 2022).

In parallel, motivational strategies have also been highlighted in recent literature as key to optimizing foreign language learning. Dörnyei (2021) underscores the role of motivational self-systems in language learning, suggesting that learners who can envision their ideal language-speaking selves are more likely to engage actively and manage their anxiety levels effectively. Complementing this, studies like those by Zarrinabadi et al. (2022) emphasize the need for educators to foster a growth mindset and resilience in language learners to help them view challenges and setbacks as opportunities for growth rather than sources of anxiety.

In brief, while earlier research established foundational concepts in understanding FLLA, recent studies have provided deeper insights into its complexities, manifestations, and the conditions under which it can either hinder or, to some extent, facilitate language learning. By focusing on the creation of supportive learning environments, incorporating technological advancements, and applying motivational strategies, educators can help learners navigate and mitigate the impacts of FLLA, thereby optimizing their foreign language learning experiences.

Given this landscape, the current study aims to explore the extent and origin of the anxieties faced by English majors within the context of British literature classrooms at a Mainland China university. To this end, we will address the following questions:

How does anxiety manifest among English majors in the context of British literature classrooms?

What are the principal sources of anxiety for these students within such contexts?

Why do English majors experience these specific anxieties within the British literature classroom setting?

Methodology

The participant pool consisted of 38 fourth-year undergraduates specializing in EFL, enrolled at the School of Foreign Languages at a prestigious university located in Northwestern mainland China. These individuals, aged between 20 and 23, had recently completed a course in British literature. The cohort was predominantly female (94.74%), with male representation at 5.26%. Students were selected through purposive sampling to reflect the target demographic of the British literature course. This sample size was deemed appropriate to achieve data saturation for the mixed-methods analysis.

Participants

The participant pool consisted of 38 fourth-year undergraduates specializing in EFL, enrolled at the School of Foreign Languages in a prestigious university located in Northwestern mainland China. These individuals were between the ages of 20 and 23 and had recently completed a course in British literature. The cohort was predominantly female (94.74%), with male representation constituting a marginal 5.26%.

British Literature Course

The British Literature course, taught within the English Department at Chang’an University, is a rigorous subject offered in English. Drawing upon “History and Anthology of British Literature” by Weiren Wu, the course is structured to enlighten students on the evolution of British literary history while refining their skills in literature analysis, criticism, and appreciation. The students attended a consolidated 90-min session weekly, which was structured into two 45-min classes.

Instruction was led by an associate professor with a research focus on British history and culture, employing a pedagogical strategy that blends teacher-centered and student-centered methodologies. Despite his occasional direct instruction and sparing engagement in questioning, the instructor frequently delegated presentation responsibilities to students. Prior exposure of these students to English language academics has lain primarily in foundational courses, which provided a basic linguistic proficiency. Their grasp of English originals, and indeed the broader cultural and historical context of Britain, was often inadequate. The classroom setup was conventional, with students seated in rows facing the instructor, who lectured from a raised platform.

Course assessment included ongoing evaluations (30%), encompassing attendance, discipline, and performance in quizzes and presentations, alongside a final closed-book examination (70%) that tested literary terms, fostered discussion, and evaluated literary appreciation, all demanding intensive memorization. Anecdotal accounts from alumni had framed the course as notably challenging, prompting current students to initiate timely preparation.

Instruments

Adapting Horwitz et al. (1986)’s Foreign Language Classroom Anxiety Scale (FLCAS) for specific literary context, the British Literature Classroom Anxiety (ELCAS) questionnaire was constructed. This derivative scale, similar to the FLCAS, comprises 33 self-report items scored on a five-point Likert scale—ranging from “strongly agree” to “strongly disagree.” Nine items phrased negatively require reverse scoring, and the ELCAS offers a total score spectrum from 33 to 165, with ascending numerical values indicating heightened anxiety. The internal consistency of the scale, evidenced by a Cronbach’s alpha coefficient of 0.869, testifies to the ELCAS's reliability. The scale’s effectiveness in gauging classroom anxiety specific to British literature was substantiated by a preliminary study confirming its validity.

Structured into two parts, the questionnaire initially collects respondent demographics followed by a section dedicated to anxiety measurements within the context of British literature classes. To complement the survey and address unexpected findings, six participants were randomly selected for semi-structured interviews. These provided in-depth insights into the anxiety’s origins and nature. Both the questionnaire and interview protocol underwent pilot testing to enhance their reliability. Audio recordings of the interviews guaranteed data integrity and were subsequently transcribed for detailed examination.

Data Collection Procedures

Given the extant COVID-19 epidemic in Xi’an, the ELCAS was disseminated digitally through Wenjuanxing—China’s proprietary online survey platform akin to Amazon Mechanical Turk. Post-completion, survey responses were systematically collated into a database and analyzed using SPSS version 21.0 for Windows. Subsequently, six interview subjects were identified from the survey participants and agreed to in-depth interviews that were held in their native language (Chinese) to facilitate candidness and clarity.

Data Analysis

The data were analyzed using the Statistical Package for the Social Sciences (SPSS), version 21.0. Descriptive statistics, including percentages, mean values, and standard deviations, were employed to present the data. Cronbach’s alpha coefficient was calculated to affirm the ELCAS’s reliability and validity. The total scores, mean values, standard deviations, and frequency distributions assessed the degree of anxiety experienced by participants in relation to the British literature course. Furthermore, means for the three types of anxiety were ascertained to discern the predominant anxiety type amongst students.

Ethical Considerations

This study strictly adhered to APA Ethical Guidelines (§8.05). The design proactively limited participant risks through full data anonymization, allowing optional question skipping without penalty, and providing access to anonymized counseling services should any emotional discomfort arise. The societal benefits—identifying factors of anxiety to avoid EFL educational negative emotions—were rigorously evaluated against these minimal, mitigated risks and deemed to substantially outweigh potential harms. Voluntary informed consent was explicitly obtained for all participants: digital consent detailing the study’s purpose, procedures, risks, benefits, confidentiality, and right to withdraw was secured via Wenjuanxing (functionally comparable to Qualtrics^®) prior to surveys, while verbal consent reiterating key information and confirming willingness was recorded immediately before each interview.

Results

Overall Performance of English Majors’ Anxiety Toward British Literature

The study first assessed the reliability of the modified FLCAS. Cronbach’s alpha coefficient yielded a value of 0.869, indicating a high level of internal consistency for the sample, confirming the scale’s robustness in measuring anxiety levels among participants.

As shown in Table 1, the participants’ scores on the English Language Classroom Anxiety Scale (ELCAS) ranged from 74 to 139, with a mean of 111.231 and a standard deviation of 14.1355. This suggests that participants generally experienced moderate levels of anxiety. The relatively large standard deviation indicates a broad spread of anxiety levels among the participants, reflecting that while most exhibited moderate anxiety, individual experiences varied considerably.

Table 1.

The Overall Anxiety of the Participants.

N	Minimum	Maximum	Mean	Standard Deviation
39	74.0	139.0	111.231	14.1355

These results provide insight into the overall anxiety experienced by English majors when engaging with British literature. The average score of 111.231, lying above the neutral midpoint of 117 on the ELCAS, suggests that participants were not overwhelmingly anxious, but the standard deviation hints at significant personal differences. This moderate anxiety level may be linked to the complexity of the course material and the academic demands placed on students. British literature, with its dense historical context and advanced linguistic features, could contribute to the general apprehension students face, as suggested by the wide range in scores.

Table 2 offers a detailed breakdown of individual item scores on the ELCAS. As discussed, scores exceeding 117 indicate an elevated anxiety response. Notably, three items (19, 24, and 31) scored below this threshold, indicating lower levels of anxiety regarding specific concerns, such as the fear of teachers correcting every mistake or concerns about peer judgment. On the other hand, Item 10, with a score of 158, far exceeded the neutral threshold, pointing to heightened anxiety regarding failure in their English Language Course. This elevated anxiety may stem from the high academic stakes associated with failure, such as its potential impact on grades, scholarships, or future academic opportunities.

Table 2.

Breakdown of Anxiety Across Specific Items.

Item	1	2	3	4	5	6	7	8	9	10	11
Score	129	119	127	134	143	142	141	133	139	158	139
Item	12	13	14	15	16	17	18	19	20	21	22
Score	127	134	131	133	136	134	134	111	131	118	134
Item	23	24	25	26	27	28	29	30	31	32	33
Score	128	113	142	120	124	127	130	152	114	120	141

In general, the distribution of item scores shows that anxiety was not uniformly experienced. Certain items, particularly those related to academic evaluation and peer perception, were more anxiety-inducing than others. This suggests that while students may not feel consistently anxious in all aspects of their English language learning, specific areas of the course, particularly those tied to assessment and classroom participation, evoke significant apprehension.

Table 3 categorizes participants’ mean anxiety scores, ranging from 2.242 to 4.212. Using Baharuddin’s (2009) classification system, these scores indicate that 2.56% of participants experienced low anxiety, while 23.08% had high anxiety. The majority (74.36%) fell into the moderate anxiety category, demonstrating that most participants are navigating a moderate level of anxiety regarding British literature.

Table 3.

Participants’ Mean Anxiety Scores.

Serial number	Means score	Serial number	Means score	Serial number	Means score
1	2.242	14	3.242	27	3.606
2	2.424	15	3.242	28	3.606
3	2.788	16	3.242	29	3.606
4	2.909	17	3.273	30	3.667
5	3	18	3.273	31	3.697
6	3	19	3.364	32	3.758
7	3.03	20	3.364	33	3.818
8	3.03	21	3.364	34	3.848
9	3.061	22	3.424	35	3.848
10	3.061	23	3.424	36	3.939
11	3.061	24	3.515	37	4.030
12	3.121	25	3.576	38	4.091
13	3.121	26	3.576	39	4.212

This distribution reveals important trends in the overall anxiety experience. While the majority of students face moderate anxiety, a non-negligible proportion encounters high anxiety, which could significantly affect their academic performance and engagement with the subject. The fact that only one participant exhibited low anxiety further highlights that British literature, with its demand for extensive reading and critical analysis in a non-native language, is a source of considerable stress for most students.

Table 4 provides a categorical breakdown of participants’ anxiety levels based on their mean anxiety scores. The majority of participants (74.36%) fell into the moderate anxiety category (2.34–3.66), with 29 individuals demonstrating moderate anxiety in relation to British literature. Notably, a smaller subset (23.08%) experienced high anxiety (3.67–5.00), with nine participants in this range. Only one participant (2.56%) exhibited low anxiety (1.00–2.33).

Table 4.

The Number of Participants With Low, Moderate, and High Anxiety Levels.

Anxiety level	Number
Low (1.00–2.33)	1
Moderate (2.34–3.66)	29
High (3.67–5.00)	9

These results reinforce the overall trend observed in the study: while the majority of students manage a moderate level of anxiety, a significant proportion face high levels of apprehension. This elevated anxiety may hinder academic performance and engagement, particularly among those in the high-anxiety group. The relatively small number of participants with low anxiety underscores the complexity and challenges of British literature, which demand a strong command of language, historical knowledge, and analytical skills, contributing to widespread academic stress.

Sources of Anxiety in British Literature Classes

Table 5 illustrates the primary sources of anxiety in British literature classes, identifying three core types: test anxiety, communication apprehension, and fear of negative evaluation. Among these, test anxiety emerged as the most significant, with a mean score of 3.496, indicating a moderate level of concern. This heightened anxiety can be attributed to the intensive memorization and understanding required to perform well in exams, which often cover a broad spectrum of literature from different historical periods. The pressure to retain and accurately recall this complex information contributes to heightened pre-exam stress. Moreover, as interviewees Wu and Li emphasized, the high stakes of college exams—particularly their impact on scholarships and future opportunities—exacerbate this form of anxiety.

Table 5.

Students’ Anxiety Types of Anxiety in British Literature Class.

Language anxiety type	Items	Mean	Level
Test Anxiety	8. 10. 21	3.496	moderate
Communication Apprehension	1. 4. 9. 14. 15. 18. 24. 27. 29. 32. 33	3.329	moderate
Fear of Negative Evaluation	2. 7. 13. 19. 23. 31	3.192	moderate
Overall ELCAS	33 items	3.371	moderate

Communication apprehension followed closely, with a mean score of 3.329, reflecting students’ discomfort in engaging with complex English literary discussions. This anxiety likely stems from students’ limited proficiency in English, which hampers their ability to express sophisticated literary analyses confidently. The challenge of understanding the teacher’s explanations and responding to questions in real time compounds this issue. As interviewee Zhu noted, the inability to grasp complex terminology and literary concepts can further heighten anxiety in classroom settings.

Fear of negative evaluation, with a mean score of 3.192, though the least significant of the three, still plays a critical role in shaping students’ classroom experiences. While prior research suggested that students often fear ridicule from peers, the present study indicates that this fear is less pronounced, possibly due to the relatively homogenous proficiency levels in the classroom. Nevertheless, students still exhibit anxiety over their performance in front of peers and teachers, driven by concerns about maintaining a positive image, as highlighted by interviewee Liu.

Thematic Analysis of Anxieties in British Literature Class

Anxiety in British literature classes stems from several interrelated factors, as revealed by the mean scores, interview data, and questionnaire findings. Firstly, the breadth and complexity of the course content are major contributors to increased test anxiety. The curriculum spans numerous literary periods, from the Middle Ages to the 21st century, requiring students to navigate an extensive range of texts, authors, and literary movements. This vast scope demands significant memorization and analytical skills. As interviewee Wu expressed,

There’s just so much material to cover, and remembering all the details for exams makes me extremely nervous.

Similarly, interviewee Li highlighted the high stakes associated with these assessments, remarking,

Failing an exam could mean losing a scholarship or missing out on future academic opportunities, so the pressure is intense.

The sheer volume of content and the potential academic consequences contribute to heightened pre-test anxiety, as students struggle to balance their understanding of intricate literary concepts with the expectation to perform well in exams.

Secondly, communication apprehension plays a significant role in generating anxiety, particularly for students who lack confidence in their ability to express themselves fluently in English. In the context of an EFL classroom, many students experience a deep-seated concern about their ability to participate in discussions about British literature. This is particularly challenging when they are required to articulate complex ideas and literary analyses. Interviewee Zhu voiced this concern clearly:

I often feel lost during discussions, especially when the teacher asks difficult questions. I worry that I won’t understand the question properly or that I’ll say something wrong.

This anxiety is compounded by the challenge of understanding and responding to complex literary jargon, which creates a barrier to active participation and leads to increased communication apprehension.

Lastly, fear of negative evaluation also contributes significantly to students’ anxiety in British literature classes. Although previous research has suggested that students frequently fear ridicule from their peers, the findings of this study suggest that this fear is less pronounced in the current context, likely due to the relatively homogenous proficiency levels in the classroom. Nonetheless, students continue to experience anxiety about how they are perceived by both their instructors and classmates. As interviewee Liu explained,

I feel like my classmates are better at analyzing the texts, and that makes me anxious about speaking up. I don’t want to embarrass myself in front of the teacher.

This internal pressure to maintain a positive academic image, coupled with the fear of making mistakes, leads to heightened anxiety during classroom discussions and assessments.

In summary, the anxiety experienced by students in British literature classes is influenced by the complexity of the course content, communication challenges, and fear of negative evaluation. These factors, deeply rooted in the academic and social structure of the classroom, create a challenging environment for students. While the manifestations of anxiety differ among individuals, the core causes—academic pressure, communication difficulties, and concerns about judgment—remain consistently present. The direct quotations from the interviews further underscore the personal and emotional dimensions of these anxieties, providing a clearer understanding of how these challenges affect students’ learning experiences in British literature classes.

Discussion

This study has provided valuable insights into the anxiety levels of English majors, particularly within British literature courses in the context of Chinese higher education. The data collected via the ELCAS indicates that the majority of students experience moderate levels of anxiety. These findings are consistent with Horwitz’s (2010) definition of moderate anxiety, which corresponds to average scores around three on a similar scale. The presence of moderate anxiety suggests that students are generally managing the demands of their coursework but still face significant challenges, particularly regarding test performance, classroom communication, and fear of evaluation.

In light of the study’s objectives, the findings reveal that test anxiety emerged as the most significant source of anxiety, with a mean score of 3.496. This reflects the high-stakes nature of exams within the Chinese educational system, where assessments often have a disproportionate influence on academic success, scholarships, and future career opportunities (João Pires, 2019). This result aligns with previous research emphasizing the prominence of test anxiety in high-pressure academic environments (Ali, 2016; Elaldi, 2016). However, contrary to Liu and Huang (2011), who found that communication apprehension was the dominant anxiety factor, our results place test anxiety as the leading concern, indicating a contextual variation between studies.

The second major source of anxiety was communication apprehension, with a mean score of 3.329. This reflects students’ struggles with expressing complex ideas in a non-native language. Given the intricate nature of British literature, which often requires sophisticated analysis and comprehension of historical and cultural contexts, students feel apprehensive about participating in discussions and answering questions. This finding is corroborated by studies such as Montano et al. (2022) and Quinto & Macayan (2019), which highlight the anxiety linked to speaking and performing in front of peers and instructors. The language barrier exacerbates this form of anxiety, as noted by participants who expressed difficulty in following class discussions and interpreting literary terms in real-time. Therefore, this result points to a need for more supportive communication strategies in English literature courses, such as encouraging open dialogue and reducing the pressure of real-time responses.

The third type of anxiety, fear of negative evaluation, had a lower mean score of 3.192, but still represents a significant concern for students. Although this form of anxiety was less pronounced in this study compared to others (Liu & Huang, 2011), it still influences students’ willingness to engage in class activities. The relative homogeneity of the student group may have mitigated the fear of peer judgment, but concerns about teacher evaluation remain prominent. Cantos et al. (2024) emphasize that a nurturing, non-threatening classroom environment can significantly reduce anxiety, particularly fear of making mistakes. This study reinforces the importance of adopting less punitive teaching practices that prioritize student growth over strict evaluation, potentially reducing anxiety linked to peer and instructor judgment.

The implications of these findings are multifaceted. First, recognizing that test anxiety is the most dominant source of stress suggests that instructors should consider implementing alternative assessment strategies. Frequent low-stakes assessments, for example, may alleviate the pressure associated with high-stakes exams and help students build confidence over time. Additionally, fostering a classroom environment that encourages open communication without fear of failure could reduce communication apprehension. Introducing more collaborative or peer-assisted learning methods may also alleviate fear of negative evaluation, as students would feel less isolated in their learning journey.

Furthermore, while moderate anxiety was the predominant experience for most participants, the study revealed that anxiety is not universally detrimental. Interview findings suggested that anxiety, when experienced in moderation, could serve as a motivating factor that enhances diligence and focus (Hayasaki & Ryan, 2022; Spielmann & Radnofsky, 2001). This observation aligns with the concept of an “optimal anxiety zone,” where students can be sufficiently motivated to succeed without feeling overwhelmed. However, exceeding this optimal zone may result in debilitating anxiety, which can hinder academic performance and participation.

In conclusion, the findings from this research offer significant implications for the design of pedagogical strategies in British literature courses. Educators should consider implementing anxiety-reducing techniques, such as minimizing the pressure of high-stakes assessments, promoting a non-threatening communication environment, and using feedback as a tool for growth rather than evaluation. By addressing the sources of student anxiety, educators can create a more supportive learning environment, enhancing students’ engagement with British literature and potentially leveraging moderate anxiety to improve academic outcomes. These insights also contribute to a broader understanding of how cultural and educational contexts shape students’ anxiety experiences, providing a basis for further research and intervention development.

Conclusion and Implication

In conclusion, the inherent challenges in British literature, such as its linguistic complexity and thematic depth, contribute to students’ anxiety and disinterest, often complicating their study and revision efforts. This anxiety is closely tied to students’ self-perception, with their confidence—or lack thereof—playing a critical role in shaping their engagement and performance in the subject. Unrealistic expectations and external pressures further intensify this anxiety, creating an environment where students struggle to fully engage with the material.

Educators hold a pivotal role in either amplifying or alleviating this anxiety. By fostering a supportive and engaging classroom atmosphere, they can significantly reduce stress levels and create a more conducive learning environment. A shift in focus away from exam-driven learning toward a more holistic, process-oriented approach to education is also essential. Such a shift would help alleviate the examination-related stress that currently serves as a major barrier to students’ success in British literature.

The findings of this research point toward the need for a comprehensive strategy to reduce student anxiety. This should include the implementation of creative and engaging classroom activities, simplified teaching methods that make British literature more accessible, and efforts to cultivate student confidence. Furthermore, a balanced approach to assessment that emphasizes learning and personal growth, rather than merely grading, can significantly reduce test anxiety and improve student outcomes.

This study’s unique contribution lies in its focus on British literature, an area that has received relatively little attention in relation to student anxiety, and its use of a dual-method research approach. However, there are limitations to the research. The findings are based on a specific group of students, which means the conclusions may not be universally applicable. Additionally, the study is context-specific to the Chinese EFL environment, and further research in diverse linguistic and educational settings is necessary to validate these results.

Future research could explore the relationship between anxiety and other psychological factors in learning, such as motivation and resilience, and examine how anxiety may sometimes have a constructive role in the learning process. This would provide a more comprehensive understanding of how to address and harness anxiety in educational settings for improved student outcomes.

Footnotes

ORCID iDs

Feng Wang

Zhong Lin

Ethical Considerations

This study was approved by the Research Ethics Committee at Chang’an University (approval no. 20220518) on May 23, 2022.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Data Availability Statement

The data concerning the research can be submitted if required.

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