Foreign Language Learning Anxieties and Beliefs among the East Asian Language Students at Leeds

This ongoing scholarship project aims to investigate the extent to which Japanese and Chinese degree students at different stages of their studies (Level 1, Year Abroad, and Levels 2 and 3) experience anxiety relating to language learning and assessment. The project also focuses on the relationship between students' anxiety and their beliefs about language learning.

After conducting a small-scale pilot study in June–July 2024, we created an online survey based on the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz & Cope, 1986) and the Beliefs About Language Learning Inventory (Horwitz, 1988). All students studying the Chinese, Japanese, or Chinese and Japanese programmes in East Asian Studies were invited to participate in the survey, and 55 responses were received (24 Japanese students, 21 Chinese students, and 10 Chinese and Japanese students).

Preliminary analysis revealed that students' anxiety and beliefs differ depending on their target language(s) in terms of speaking confidence, fear of incomprehension, perceived opportunities and learning methods, among other aspects. The analysis also indicated that students in the upper years appear to be more anxious than those in the first year.

Based on these findings, we will conduct online interviews with individual students to qualitatively explore their anxieties, beliefs, and language-learning experiences.

The insights gained will support the development of more inclusive teaching practices and student support strategies, fostering a sense of belonging and engagement among language learners.