Factors influencing Chinese EFL students’ online learning anxiety in the post-COVID-19 era

Abstract

Online learning has evolved as an attractive and viable option for education, yet there is a need for further research to investigate the factors contributing to students' online learning anxiety regarding the college English course. Based on Keegan's distance education framework, this study examines the factors impacting online learning anxiety among English as foreign language (EFL) students in the Chinese context during the post-COVID-19 era. Data were collected from 899 EFL students across different regions of China through an online survey. Follow-up interviews with ten students provided additional insights into the association between online English learning and anxiety. The collected data underwent descriptive analysis, exploratory factor analysis, reliability analysis, and multiple linear regression analysis to examine the relationship between online learning anxiety and the identified factors. The results of our study indicate that many Chinese EFL students experienced different degrees of anxiety, ranging from mild to moderate or severe. Moreover, online learning anxiety among Chinese EFL students was positively predicted by a lack of learning motivation, separation from instructors, separation from peers, and technological challenges, while a lack of two-way communication negatively predicted it. The findings underscore the importance of taking effective measures and offering psychological guidance for Chinese EFL students to alleviate anxiety and facilitate their successful adaptation to the new normal of online learning.

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