Liu Yawen, Wang Jian
College of Foreign Languages, Quzhou University, Quzhou, 324000, China.
Department of Foundational Education, Quzhou College of Technology, Quzhou, 324000, China.
Heliyon. 2023 Jul 4;9(7):e17579. doi: 10.1016/j.heliyon.2023.e17579. eCollection 2023 Jul.
Foreign Language Anxiety (FLA) has been studied by researchers interested in educational psychologists and applied linguists. Researchers suggested coping strategies for reducing EFL learners' FLA. However, the coping strategies which EFL learners use to reduce the foreign language learners' FLA in online classes have not been well explored. This study examined Chinese EFL teachers' coping strategies to mitigate Chinese English learners' FLA in online classes. The study also addressed the role of Chinese English language teachers' teaching credentials and teaching experience. A mixed-method research design was employed. In the qualitative phase, the researchers interviewed 23 teachers selected through theoretical sampling and explored the most frequently used coping strategies. The results if the thematic analysis of the interviews with the teachers showed that Chinese EFL teachers in online classes used 26 coping strategies. In the quantitative phase, a researcher-developed questionnaire of 26 items was used and administered to 200 Chinese EFL teachers who were selected through convenience sampling. The data were analyzed using factor analysis, Cronbach's alpha, and independent samples-t-tests. The results showed that the questionnaire enjoyed acceptable reliability and construct validity. Results also showed that the experienced and certified teachers used coping strategies more frequently than did the less experienced and non-certified teachers. Findings have theoretical implications for educational psychologists and researchers interested in applied linguistics. Results have a practical the implication for less experienced and non-certified EFL teachers to learn more about the coping strategies for reducing EFL learners' FLA.
对外语学习焦虑（FLA）的研究一直受到教育心理学家和应用语言学家的关注。研究人员提出了减少英语作为外语（EFL）学习者外语学习焦虑的应对策略。然而，EFL学习者在网络课程中用于减少外语学习焦虑的应对策略尚未得到充分探索。本研究考察了中国EFL教师在网络课程中减轻中国英语学习者外语学习焦虑的应对策略。该研究还探讨了中国英语教师的教学资质和教学经验的作用。采用了混合方法研究设计。在定性阶段，研究人员通过理论抽样选取了23名教师进行访谈，并探索了他们最常用的应对策略。对教师访谈的主题分析结果表明，中国EFL教师在网络课程中使用了26种应对策略。在定量阶段，使用了研究人员编制的一份包含26个条目的问卷，并对通过便利抽样选取的200名中国EFL教师进行了施测。使用因子分析、克朗巴哈系数和独立样本t检验对数据进行了分析。结果表明，该问卷具有可接受的信度和结构效度。结果还表明，经验丰富且具备资质的教师比经验不足和未具备资质的教师更频繁地使用应对策略。研究结果对教育心理学家和对应用语言学感兴趣的研究人员具有理论意义。研究结果对经验不足和未具备资质的EFL教师了解更多减少EFL学习者外语学习焦虑的应对策略具有实际意义。
