Abstract
The present study aims to investigate EFL classroom anxiety coping strategies employed by the Chinese Bouyei college students through semi-structured individual interviews of 25 Chinese Bouyei college students from five colleges located in the southern and southwestern areas of Guizhou Province, China. The findings demonstrate five categories of the participants’ reported EFL classroom anxiety coping strategies, i.e., preparation, help/peer seeking, relaxation, resignation, and positive thinking, which were mostly supportive to the results of the rotated component matrix of factor analysis for the FLCACSQ conducted in the researchers’ previous study. In addition, implications were made on the research findings.
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