The variation in foreign language classroom anxiety across face-to-face and online learning settings among Chinese university English majors

Foreign language classroom anxiety (FLCA) has been researched extensively in the literature. However, most previous studies on FLCA were cross-sectional, while much less longitudinal research has been conducted to investigate its changes over time or across different learning contexts. This study examined how learners’ FLCA fluctuated when classroom teaching was switched to online teaching due to the COVID-19 pandemic. A repeated measures design was adopted in this study. Two rounds of questionnaire data were collected from the same group of 377 English majors, who completed the first survey on classroom anxiety in face-to-face learning in semester 1 and the second survey on FLCA in online learning in semester 2. Semi-structured interviews were carried out after each survey, with 20 students in round 1 and 13 students in round 2. The changes in learners’ overall classroom anxiety levels and the factors underlying FLCA were analyzed using paired samples t-tests. The findings suggested that these students’ FLCA scores increased significantly in the second semester in a remote learning context. Regarding the changes in the underlying constructs of FLCA, communication apprehension and fear of negative evaluation went up significantly in semester 2, while no significant difference was identified in lack of self-confidence in speaking English. The interview responses revealed that the increase in FLCA may be attributed mainly to the abrupt shift to online learning (i.e., limited opportunities to practice oral English, their inability to seek help from classmates before speaking, uncomfortableness about speaking online, and Internet issues). This study takes a dynamic view to examine the changes in English learners’ anxiety through collecting longitudinal data and reveals that contextual factors are responsible for fluctuations of FLCA. Pedagogical implications may be suggested for language teachers to help students cope with their classroom anxiety in different learning settings. Copyright © 2022 ICELEAL.