A Study of Thai Undergraduate Students' Chinese Language Learning Anxiety, Achievement, and Their Anxiety Coping Strategies
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Theoretically, anxiety and coping strategies in learning a foreign language can have negative and positive impacts on learners' learning achievement. This study aimed to investigate: 1) Thai undergraduate students’ Chinese language learning anxiety; 2) relationship between their Chinese language learning anxiety and achievement; and 3) their Chinese learning anxiety coping strategies. Mixed methods research was used to fulfil the first research objective, the quantitative research method for the second objective, and the qualitative research method for the third objective. The quantitative sample included a total of 302 students in their first, second, third, and fourth years enrolled in academic year 2022 selected through stratified random sampling and 12 students through purposive sampling for the qualitative sample. A questionnaire and structured interview questions made in Google Forms were the main research instruments. The quantitative data were analyzed by using mean, standard deviation and Pearson correlation coefficient, and thematic analysis for the qualitative data.
The research results were found as follows: 1) the first-yearstudents had the highest anxiety level while the second, third and fourth-year students had a high anxiety level with the highest mean score of Chinese speaking anxiety; 2) Pearson correlation coefficient analysis showed a positive relationship between their learning anxiety and achievement with r (259) = 0.039, p>0.05, which contradicted related theories; and 3) since the students lacked opportunities to practice Chinese in daily lives, extensive practices on their own and with native Chinese speaking teachers and friends either online or offline were most commonly used anxiety coping strategies, followed by Chinese media for Chinese language learning.
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