English As a Foreign Language (EFL) Classroom Anxiety, Risk-Taking Behavior and Willingness to Communicate Among Chinese College Students

Abstract – This study investigates the relationship between risk-taking behavior, foreign language (EFL) classroom anxiety, and willingness to communicate (WTC) among Chinese college students (n=410). Effective communication is crucial for language acquisition, and fostering WTC is essential. However, factors like anxiety can hinder this.

The study explores how risk-taking and anxiety influence WTC in freshmen and sophomore students from liberal arts and science backgrounds. Quantitative data was collected through surveys in Hebei Province, China.

Results showed students experience negative evaluation, communication, and test anxiety. Their WTC in listening, speaking, reading, and writing was average, and risk-taking behavior was low. Importantly, a significant negative correlation emerged between risk-taking and anxiety, and a positive correlation between risk-taking and WTC.

Based on these findings, the study proposes an action plan for improving English language learning. This plan offers practical suggestions for teachers, focusing on cultivating a risk-taking spirit, encouraging classroom participation, and reducing student anxiety. By implementing these strategies, teachers can enhance students’ WTC and promote the social and communicative aspects of language learning.

Keywords – Willingness to Communicate; EFL Classroom Anxiety; Risk-Taking Behavior; Chinese College Students;  English Language Learning