Han Siyuan, Li Yiman, Haider Syed Arslan
School of Japanese Culture and Economics, Xi'an International Studies University, Shaanxi, China.
Department of Shipping Navigation and Engineering, Yan'an Vocational and Technical College, Shaanxi, China.
Front Psychol. 2022 Jul 8;13:945062. doi: 10.3389/fpsyg.2022.945062. eCollection 2022.
The current study aimed to investigate the impact of foreign language classroom anxiety (FLCA) on academic success through mediating role of emotional intelligence communication (EIC) and moderating role of class room environment. Due to the disruptive impacts of the COVID-19 pandemic, teaching and learning were moved online nation-wide. The convenient sampling technique was used, for data collection from Chinese university students. There was a total of 615 students that participated in the survey and data gathered in 5 months from November 2021 till March 2022. Covariance-based structural equation modeling (CB-SEM) in SPSS V.25 and AMOS V.22 was used to assess model fitness and hypotheses, as well as construct reliability and validity of the measurement model. The results revealed that FLCA is negatively and significantly influence students' academic success. Furthermore, EIC as a mediator significantly and positively mediates the relationship between FLCA and academic success. The current study shows that emotional intelligence has the ability to reduce students' foreign language anxiety and so improve their language skills. Lastly, classroom environment positively and significantly moderates the relationship between FLCA and emotional intelligence communication.
本研究旨在通过情绪智力沟通（EIC）的中介作用和课堂环境的调节作用，探讨外语课堂焦虑（FLCA）对学业成就的影响。由于新冠疫情的干扰影响，全国范围内的教学活动都转移到了线上。本研究采用便利抽样技术，从中国大学生中收集数据。共有615名学生参与了调查，数据收集于2021年11月至2022年3月的5个月时间内。使用SPSS V.25和AMOS V.22中的基于协方差的结构方程模型（CB-SEM）来评估模型适配度和假设，以及测量模型的结构可靠性和有效性。结果显示，外语课堂焦虑对学生的学业成就有显著的负面影响。此外，情绪智力沟通作为中介，显著且正向地调节了外语课堂焦虑与学业成就之间的关系。本研究表明，情绪智力有能力降低学生的外语焦虑，从而提高他们的语言技能。最后，课堂环境对外语课堂焦虑与情绪智力沟通之间的关系有显著的正向调节作用。
