| Language learning anxiety is one of the most influential affective factors in second language acquisition(SLA).The advancement of Internet technology enables college students to conduct autonomous learning or cooperative learning.However,the learning situations and effects in the web environment are not satisfactory.Many students still suffer anxiety attack.For instance,some students have difficulty in choosing suitable Internet resources,and some are not familiar with computer or network skill operations,etc.,all of which will have a great impact on autonomous language learning.However,due to the lack of self-regulatory strategies to alleviate negative emotions,the anxiety has increased in amount.At present,most researches on anxiety intervention strategies are from the angle of teachers,exploring how they can help students to alleviate the language learning anxiety generated in the classroom.However,few studies focus on how learners overcome their anxiety in autonomous learning through their own efforts.Based on this situation,the study aims to explore what kind of self-regulatory strategies college students mainly adopt to reduce their language learning anxiety in web-based autonomous learning.The study is carried out in 100 junior and senior English majors of a normal university in Dalian.The current situation of English majors’ language learning anxiety and their self-regulatory strategy use is explored through the use of Web-based Autonomous English Learning Anxiety Questionnaire and Self-regulatory Strategy Use for English Learning Anxiety Reduction Questionnaire as well as interviews.Then SPSS 22.0 is employed to analyze the differences among students of different English academic achievement levels in their anxiety degree and self-regulatory strategy use.Finally,the correlation analysis is conducted to examine whether there is a correlation between the two.The research results show that:(1)about three-quarters of the students are in moderate anxiety.Among five categories of anxiety,network skill anxiety is the most serious,with fear of negative evaluation the least.Meanwhile,there is a negative correlation between English learning anxiety and English academic achievement,and statistically significant differences exist in English learning anxiety among students of different English levels.(2)Most of the students are at medium and high level in the use of self-regulatory strategies,with self-efficacy enhancement the highest frequently used,and avoidance the least.Although there is no correlation between the overall self-regulatory strategy use and English academic achievement,a positive correlationexists between the positive self-regulatory strategy use and English academic achievement,while a negative correlation exits between negative self-regulatory strategy use and English academic achievement.Besides,there are significant differences among students of different English levels in the use of self-efficacy enhancement,avoidance,and problem-solving.(3)There is no correlation between the overall self-regulatory strategy use and English learning anxiety,but the positive self-regulatory strategy use is negatively correlated with English learning anxiety and the negative self-regulatory strategy use is positively correlated with English learning anxiety.In addition,in the use of positive self-regulatory strategies,negative self-regulatory strategies,and four subcategories of self-regulatory strategies exist significant differences among varied anxiety groups.Finally,major findings are discussed and corresponding implications are put forward for both college students and English teachers,hoping that students can adopt appropriate self-regulatory strategies to get rid of anxiety according to their own anxiety status.Only in this way,can they promote their learning efficiency and become successful language learners.At the same time,it intends to facilitate English teachers to improve their teaching methods and take the advantages of Internet to create a relaxing and harmonious learning environment. |
