Influence of Teacher’s Classroom Feedback on University Students’ English Speaking Anxiety

Previous studies have figured out the level of students’ English speaking anxiety in college and the general function of teachers’ in-class feedback in the lesson. However, these studies did not focus on specific aspects of speaking anxiety and there were few research about how teachers’ feedback in class working on students’ anxiety in oral English. Therefore, this quantitative study was designed to investigate the influence of teacher’s classroom feedback on students’ English speaking anxiety. Data from 245 students at Guangdong University of Foreign Studies were collected through a dual-scale questionnaire adapted from Horwitz’s Foreign Language Classroom Anxiety Scale and Liu Xiaofeng’s Feedback Perception Inventory. Major findings show that most of the university students suffered from moderate level of English speaking anxiety and teachers’ classroom feedback does influence this kind of anxiety. According to the results, certain implications were also put forward to better help students and educators.