ISSN: 2226-6348
Open access
Introduction: Foreign language learning anxiety remains a significant barrier to English learning success among Chinese university students. This study investigates how self-efficacy and learning engagement contribute to reducing English learning anxiety in university contexts. Methodology: A quantitative research design was employed with 450 university students from Shandong Province, China. Data were collected using validated scales measuring SE, LE, and English learning anxiety. Statistical analyses included descriptive statistics, correlation analysis, multiple regression, and structural equation modeling to examine the relationships among variables. Results and discussion: Results revealed significant negative correlations between SE and anxiety (r = -.56, p < .001) and between LE and anxiety (r = -.48, p < .001). Multiple regression analysis indicated that SE and LE together explained 42.3% of the variance in anxiety reduction. SEM analysis confirmed that both SE (? = -.38, p < .001) and LE (? = -.29, p < .001) significantly predicted RLA. The model demonstrated good fit indices (CFI = .95, RMSEA = .06), supporting the theoretical framework that positive psychological constructs can effectively reduce language learning anxiety. Conclusion and recommendations: Findings support the positive psychology approach in language education, demonstrating that enhancing SE and promoting LE are effective strategies for reducing English learning anxiety. Educational institutions should implement interventions targeting these constructs to improve student well-being and learning outcomes.
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