A study of college students’ openness personality and English learning anxiety

Abstract

The present situation of college students’ English learning is one of the key research topics. Some studies have found that different personality traits have a great impact on the English learning effect of college students. However, there is still a lack of detailed analysis and summary on the impact of a specific personality on the degree of English learning anxiety. Therefore, the questionnaire that the thesis uses is developed according to the Foreign Language Classroom Anxiety Scale (FLCAS), conducts random surveys for college students from different regions, majors and ages, and makes statistical analysis of the collected data using SPSS to explore the relationship between openness personality traits and the English-learning anxiety level of college students. After discussion and analysis, the results of this study can be divided into two aspects. Firstly, from the anxiety of the subjects, 60% of the 408 subjects have low anxiety about English learning, and their scores were very close to the medium anxiety level (99≤b≤132), while almost only a few respondents were at the high anxiety level. Secondly, there is a linear relationship between openness personality and English learning anxiety. According to the total score, the correlation was 0.338, showing a moderate correlation, and the significance level is 0.01. According to the research results, teachers can improve the teacher-student relationship and relieve students’ anxiety by innovating teaching methods and evaluation systems. However, the results may vary due to confounding factors such as major, gender and age.