A Study On Guangxi Senior High School Students’ Self-Regulation Strategies For English Learning Anxiety

Foreign language learning anxiety is one of the most important affective factors impacting on second language acquisition.In recent years,it has been more and more concerned by many researchers,and researchers have done many in-depth researches and have achieved fruitful findings.However,few studies have been conducted on how learners themselves use strategies to alleviate their foreign language learning anxiety.Moreover,the research objects are seldom senior high school students.Therefore,this study aims to explore senior high school students’ self-regulation strategies for English learning anxiety.Based on Krashen’s Affective Filter Hypothesis and Bandura’s Self-Regulation Theory,this study takes 280 students from Nanning No.36 senior high school,Guangxi Zhuang Autonomous Region as the research subjects.Senior high school students’ self-regulation strategies for English learning anxiety are explored through Horwitz(1986)’s Foreign Language Classroom Anxiety Scale and Self-Regulation Strategies Scale by Xu Jinfen and Kou Jinnan(2015),and interviews.The data of the questionnaire are mainly analyzed by SPSS 25.0.The qualitative research is to interview 12 students randomly selected from 280 subjects,which is a supplement to the quantitative research and further explore the strategies for senior high school students to alleviate their English learning anxiety.This research mainly addresses the following three questions:(1)What is the current level of senior high school students’ English learning anxiety?(2)What types of anxiety self-regulation strategies do senior high school students mainly use to alleviate English learning anxiety?(3)Is there any difference in the use of self-regulation strategies among liberal arts students and science students?Is there any difference in the use of self-regulation strategies among students with different anxiety levels?The main findings of the study are as follows:(1)English learning anxiety generally exists in the process of English learning among senior high school students,and they experience a medium level of English learning anxiety.Among them,Test Anxiety is the highest,followed by Communication Apprehensive,and finally Fear of Negative Evaluation.(2)Three main types of self-regulation strategies are used and they are Self-efficacy Enhancement,Diverting Attention and Escaping Problems,while the frequency of Solving Problems is relatively low.(3)There is no significant difference between liberal arts students and science students in the use of self-regulation strategies;there are significant differences in the use of self-regulation strategies among senior high school students with different levels of anxiety.This research is meaningful and beneficial both theoretically and practically for both English teachers and senior high school students.For teachers,they can focus on students’ Communication Apprehensive by caring about the teaching process,thus affecting students’ Fear of Negative Evaluation.They can achieve to alleviate students’ English learning anxiety by creating a "low anxiety" class;popularizing the use of problem-solving strategies and helping students to build up self-confidence.Meanwhile,it is also beneficial for students to better understand their English learning anxiety,and reduce their anxiety by improving self-efficacy,correctly understanding the test,and increasing the use of problem-solving strategies,to improve their efficiency in English learning.