The Effect of College Students’ Learning Motivation on Foreign Language Classroom Anxiety

Yuxuan Wang

2025

Abstract

The link between foreign language classroom anxiety and learning motivation has been a prominent topic in secondary language learning research since foreign language classroom anxiety was introduced. This study examined the influence of college students’ learning motivation on anxiety in foreign language classrooms and its underlying mechanisms via a literature review. Research indicates that learning motivation is significantly negatively correlated with foreign language classroom anxiety, and different kinds of motivation have various effects on foreign language classroom anxiety. Moreover, learning motivation is a crucial element in mitigating foreign language classroom anxiety. Educators can boost college students’ learning motivation and alleviate anxiety levels through varied teaching methods and emotional support, hence improving the efficacy of foreign language acquisition.

Paper Citation

in Harvard Style

Wang Y. (2025). The Effect of College Students’ Learning Motivation on Foreign Language Classroom Anxiety. In Proceedings of the 1st International Conference on Innovative Education and Social Development - Volume 1: IESD; ISBN 978-989-758-779-5, SciTePress, pages 524-529. DOI: 10.5220/0014002500004912

in Bibtex Style

@conference{iesd25,
author={Yuxuan Wang},
title={The Effect of College Students’ Learning Motivation on Foreign Language Classroom Anxiety},
booktitle={Proceedings of the 1st International Conference on Innovative Education and Social Development - Volume 1: IESD},
year={2025},
pages={524-529},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0014002500004912},
isbn={978-989-758-779-5},
}

in EndNote Style

TY - CONF

JO - Proceedings of the 1st International Conference on Innovative Education and Social Development - Volume 1: IESD
TI - The Effect of College Students’ Learning Motivation on Foreign Language Classroom Anxiety
SN - 978-989-758-779-5
AU - Wang Y.
PY - 2025
SP - 524
EP - 529
DO - 10.5220/0014002500004912
PB - SciTePress