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This is a Literature Review study.

September 23, 2025Open Access

Oral English Anxiety among Chinese College Students: Subjective/Objective Causes and Short-term/Long-term Impacts

Key Points

Oral English anxiety negatively impacts students' language acquisition and academic performance, with long-term effects on language development.
Key subjective factors include personality traits and motivation, while objective factors consist of teaching models and evaluation systems.
Analysis based on questionnaire surveys and classroom observations highlights various causes and suggests targeted mitigation strategies.
The findings call for improvements in teaching methods and assessment practices to enhance students' communicative competence.

Abstract

Oral English anxiety among Chinese college students has become a key issue affecting their language acquisition and practical communicative competence. On the basis of six core Chinese journal articles, which adopt methods such as questionnaire surveys, classroom observations, and literature reviews, this paper systematically analyzes the causes of such anxiety from both subjective and objective dimensions. Subjective factors include personality traits, learning motivation, and language proficiency, whereas objective factors encompass teaching models, evaluation systems, and cultural environments. Additionally, this paper explores the impact of anxiety on students' classroom performance, academic achievements, and long-term language development and proposes targeted mitigation strategies on the basis of relevant studies, aiming to provide references for improving the quality of oral English teaching.

Oral English Anxiety among Chinese College Students: Subjective/Objective Causes and Short-term/Long-term Impacts

Key Points

Abstract

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