INVESTIGATING LEARNING ANXIETY AMONG VIETNAMESE STUDENTS IN CHINESE LANGUAGE CLASSES

Tóm tắt

This study explores the anxiety experienced by 421 Vietnamese students studying Chinese across three different universities, utilizing questionnaire-based research. The results demonstrate that learning anxiety is prevalent among these students, primarily manifesting in three distinct forms: academic anxiety, communication anxiety, and classroom anxiety, with academic anxiety being particularly pronounced. Notably, students from ordinary universities report significantly higher levels of anxiety in their Chinese classes compared to their counterparts at prestigious institutions. Meanwhile, the differences in classroom anxiety levels between female and male students are not statistically significant.
Several key factors contribute to classroom anxiety among Vietnamese students, including unhealthy competition among peers, a lack of understanding between teachers and students, and ineffective communication. Furthermore, the pressure of examinations and the demands of teaching activities can also exacerbate their anxiety. To effectively mitigate classroom anxiety, it is crucial to foster a supportive learning environment, diversify instructional methods, and incorporate group work and interactive activities that not only enhance students' engagement but also alleviate classroom stress.