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大学生英语学习焦虑与自主学习关联性调查研究.docx

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大学生英语学习焦虑与自主学习关联性调查研究 Introduction: WiththeincreasingimportanceofEnglishincontemporarysociety,manycollegestudentshavebecomemoreconcernedabouttheirEnglishlearning.ThemajorityofcollegestudentsinChina,whethertheyaremajoringinEnglishornot,considerEnglishasacompulsorycourse,anditisalsoacrucialfactorincollegeentranceexaminations.However,duetovariousfactors,studentsoftenexperienceEnglishlearninganxiety,whichaffectstheirlearningoutcomesandcognitivedevelopment.Therefore,itisessentialtoexaminetherelationshipbetweenEnglishlearninganxietyandself-directedlearningamongcollegestudents,toidentifyeffectivestrategiestoreduceanxietyandimprovelearningoutcomes. Background: TheconceptofEnglishlearninganxietyhasbeenwidelystudiedinthefieldofsecondlanguageacquisition.Itisacomplexphenomenonthatreferstofeelingsofdiscomfort,fear,andapprehensionexperiencedintheprocessoflearningandusingasecondlanguage,whichmayleadtonegativeattitudestowardsthelanguageandlowerproficiencylevels(Horwitz,Horwitz&Cope,1986).InChina,Englishhasbeenidentifiedasadifficultsubjectformanystudents,andanxietyhasbecomeacommonemotionalresponsetolearningEnglish.Thisisoftenduetoexternalfactors,suchasthepressureofexamsandevaluations,andthelimitedresourcesforeffectivelanguagelearning.However,individualfactors,suchaslearners'beliefsandpreferencesforlearning,alsocontributetothedevelopmentofanxiety. Ontheotherhand,self-directedlearninghasbeenidentifiedasoneofthemostimportantfactorsforsuccessfullanguagelearning.Self-directedlearningisaprocessinwhichlearnerstakeresponsibilityfortheirownlearning,identifytheirneedsandgoals,andusevariousresourcestoachievethem.Itemphasizeslearners'autonomyandagencyinthelearningprocess,whichcanhelpreduceanxietyandimprovelanguageproficiency(Little,1991).Despiteitsimportance,itisnoteasytodevelopself-directedlearningskillsamongstudentswhoareusedtotraditionalteachingapproachesthatemphasizetheteacher'sauthorityandcontentknowledge. Method: ToinvestigatetherelationshipbetweenEnglishlearninganxietyandself-directedlea