Learning Difficulties Research Articles

Elementary school students’ learning difficulties on distance learning during COVID-19: the psychological approach

<span lang="EN-US">During the COVID-19 period, pupils in primary schools have encountered various learning challenges. In Indonesia, this occurs in every primary school. This study intends to lighten the psychological aspect of distance learning challenges. This study employs a mixed-method methodology by integrating qualitative research, a case study technique, and quantitative description (n=414). Researchers looked at three primary school models in South Sumatra and Special Region of Yogyakarta: Model A, which used technology-based online learning; Model B, which integrated online and offline learning; and Model C, which only used WhatsApp group-based offline learning. Focus group discussions, observations, documentation, and interviews with teachers, parents, and students were all undertaken by the researchers. They also distributed open-ended and closed-ended questionnaires via Google Form. The interactive Miles, Huberman, and Saldana’s models were used to analyze data. The findings demonstrated that children in all three school models encountered similar learning challenges. Still, in Model C, the complexity of those challenges was more significant than in Model A and Model B. Learning challenges included issues with comprehending topics, struggling to solve the problems with completing tasks, and working with self-study. The lack of essential psychological needs, such as the ability to interact and actualize oneself, as well as the boredom or monotony of students when pursuing distance learning, are some of the causes of learning challenges. The findings of this study have consequences for teachers and psychologists, who should pay attention to children’s fundamental needs to improve learning motivation and academic progress in primary school pupils.</span>

Expert system for diagnosing learning disorders in children

Given the urgent need for early detection of learning disorders such as dysgraphia, dyslexia, and dyscalculia in children, this study aimed to evaluate an expert system developed in Python to facilitate early diagnosis of these disorders. The background highlights the importance of providing parents, educators, and health professionals with an effective tool for early detection of these disorders. In 21 simulated cases, the system showed impressive performance with an accuracy rate of 95%, a precision of 100%, a sensitivity of 93%, and a specificity of 100%. Furthermore, the acceptability evaluation, conducted with 15 parents selected by convenience sampling, showed a high level of satisfaction, with an overall mean of 4.78 and a standard deviation of 0.45, indicating consistency in responses. In conclusion, this study confirms the effectiveness of the expert system in the early diagnosis of learning disabilities, providing parents, educators, and health professionals with a valuable tool. Despite these encouraging results, the need for additional research is recognized to address limitations and improve the external validity of the system to ensure its widespread utility and adaptability in real clinical settings.

Investigation of pre-service teachers technological pedagogical content knowledge and teaching skills for learning disabilities

The aim of this study is to examine two skills that pre-service teachers should have in terms of different variables. One of these variables is their awareness of learning disabilities and the other is TPACK skills. In this study in which these two skills were examined, relational survey model, one of the quantitative research methods, was used. 236 pre-service teachers participated in the study and TPACK skills of pre-service teachers were found to be at a good level and can be developed, while teaching skills for learning difficulties were found to be at a low level and in absolute need of improvement. It was seen that there was a significant positive relationship between TPACK skills of pre-service teachers and their teaching skills for learning disabilities.

Principal Component Analysis of Cognitive Executive Function: A Predictive Model of Academic Performance of Students in Mathematics in Secondary Schools

There is a growing interest from instructional scientists in using parameters of brain executive functions to unfold cognitive disorders, Mathematical Learning Difficulties (MLD), and assessment of learners’ academic performance. Thus, it is imperative to investigates, extracts and classify the major principal components of learners’ cognitive executive functions that predict academic performance of students in Mathematics and science related courses in secondary schools. An ex post facto quasi-experimental design was adopted for the study. Students’ cognitive profile was measured using a validated and reliable cognitive assessment Battery (CAB) application. There were significant positive correlations between cognitive executive functions and academic performance of students in Mathematics. The major components of the executive functions that accounted for substantial effects on academic performance of students in Mathematics include working memory, conceptual memory, short-term memory, inhibition, updating, focus attention, divided attention, auditory perception, and visual perception. Also, processing speed, shifting, planning, hand-eye coordination and response time accounted for moderate effects on academic performance of students in Mathematics. Consequently, instructors should reinforce learners’ cognitive processes using cognitive retraining programmes, personalized learning, differentiated instructional strategies for exceptional students, and offer therapeutic interventions on the identified cognitive parameters that could reduce extraneous cognitive loads. These could facilitate mental internalization of external perception during instructional delivery and learning.

Complete Denture Preclinical Training Program and Digital Tools: A Pilot Study.

To determine whether digital training improves conceptual skills acquisition for custom tray fabrication and tooth arrangement in the preclinical curriculum for complete denture fabrication. A crossover design study compared third-year student grades after conventional (manual) and digital training. Half the students were trained with conventional techniques prior to digital, while the other half were trained with digital techniques prior to conventional. The first part of the study (DP1) focused on custom tray fabrication and involved 154 students. The second part (DP2) focused on tooth arrangement with 204 students. The effect of preliminary digital training on conceptual skills was assessed by comparing the results of the students using a Student's t-test. Results were also analyzed by ranking on the students' Perceptual Ability Test (PAT) score. Finally, students' satisfaction with the training was investigated. Students who completed the initial digital session achieved better custom tray fabrication and tooth arrangement in the subsequent manual sessions. For manual laboratory work, the most dexterous students (PAT1 group) demonstrated the best performance. However, PAT2 students had the best performance during the digital sessions during DP1, and PAT1 and PAT2 students had the best performance during the digital sessions during DP2. Additionally, 40% of DP1 and 12% of DP2 students expressed satisfaction with digital sessions. With complementary manual and digital teaching, digital tools may be useful for enhanced student learning. Digital training has contributed to improve results in manual sessions but did not affect student satisfaction and remained a limited tool to detect learning difficulties.

Promoting emergent literacy skills among children at risk for specific learning disorder: general vs. Specific vs. Combined metacognitive interventions

ABSTRACT First graders with Developmental Language Disorder are considered at risk for exhibiting Specific Learning Disorder during school years. They also have deficiencies in their metacognitive skills, which leads to less effective learning processes. The current study examined, for the first time, the added value of various types of metacognitive interventions prior to an activity with an e-book for promoting language and literacy skills. Three experimental groups, each comprised of 30 first graders at risk for Specific Learning Disorder, were provided metacognitive intervention (specific, general, or combined) prior to an individual learning process with an e-book. The metacognitive interventions were designed according to the Triple A Model. Two control groups were also assigned: one control group engaged with an e-book without receiving any prior metacognitive intervention, and another followed its regular school activities. All groups were measured pre- and post-individual learning processes for language (vocabulary) and literacy (story comprehension) achievements. Results demonstrated an advantage to prior specific metacognitive intervention for promoting vocabulary as well as story comprehension measures. Although children at risk for Specific Learning Disorder tend to exhibit difficulties with generalisation processes, the combined metacognitive intervention proved to be as effective as the specific one.

Sleep, executive functions, and functional impairment in children with specific learning disorder: An investigation of the mediating pathways.

Sleep problems and executive dysfunction are associated with functional impairment in children with neurodevelopmental disorders. In this study, we aimed to investigate these aspects in children with Specific Learning Disorders (SLD) and SLD with comorbid Attention-Deficit Hyperactivity Disorder (ADHD), while also evaluating differences with typically developing (TD) children. Our study hypothesizes that children with SLD, especially those with comorbid ADHD, face greater sleep disturbances and executive function challenges compared to TD peers. We also propose that sleep disturbances aggravate functional impairment and that executive functions mediate this relationship. The data obtained from psychiatric evaluations, semi-structured interviews and questionnaires filled out by parents were analyzed. SLD + ADHD group had worse scores in all scales, followed by SLD and TD groups. Mediator analysis demonstrated that executive functions had a mediator role in the relationship between sleep problems and functional impairment. Our findings suggest that children with SLD experience more significant difficulties in daily living than their typically developing peers and having ADHD comorbidity, poor executive functions, and additional sleep problems can further exacerbate impairment. Notably, our mediation analysis suggests that executive functions mediate the relationship between sleep disturbances and the severity of functional impairments.

Reading abilities in preterm children: a systematic review and meta-analysis.

It is well recognized that children born preterm have specific learning difficulties. The objective of this study is to carry out a systematic review and meta-analysis on preterm children's reading ability performance. Of the 486 studies identified, 53 met the inclusion criteria, resulting in 143 effect sizes. 33,500 children between 5 and 18years were included of whom 13,765 were preterm infants and 19,735 were full-term infants. Among preterm-born children without neurodevelopmental disorders significant differences and larger effect sizes were found in the reading subcategories, letter-word knowledge, reading comprehension, and spelling, whereas no significant differences were found in phonological awareness and rapid automatized naming. Extremely preterm children showed larger effect size. The present meta-analysis, which includes a much larger number of studies, shows that preterm children have lower performance than full-term children in reading and spelling. This fact underlines the need to design, develop and implement neuroeducational programs that take into account the characteristics of preterm born students.

Learning difficulties among students when applying Ampére-Maxwell’s law and its implications for teaching

We investigate learning difficulties among second-year students in electromagnetism courses when they apply Ampère-Maxwell’s law. Using phenomenography, we analyzed written answers from 65 undergraduate physics students to four questions on Ampère’s and Ampère-Maxwell’s laws. We complemented our research by interviewing 12 students. To design the questionnaire, we ran an epistemological analysis of classical electromagnetism which helped us to identify a set of key essential concepts to understand this theory, guided the definition of learning objectives, and drew up the questions. The results revealed that the students found it hard to recognize the validity framework from Ampère’s law and to apply Ampère-Maxwell’s law. They face particular difficulties to recognize the appearance of the displacement current and the relationship between the circulation of the magnetic field and an electric field that is variable over time. Published by the American Physical Society 2024

Assessment of learning levels of students using ‘Dennis Congo study skill inventory’ & evaluation of protocol for slow, average & advanced learners in medical education

: Students starting their medical education congregate from diverse educational environments and varied learning experiences. Hence, they would have developed individual preferences in learning styles for obtaining and refining information. Some students need accelerated approach so that they can learn things in the syllabus at their own speed. While some lack focus and understand topics at a slower pace compared to their peers. The process of assessment of the learning levels of students and conduction of activities for them can open up a new window for the teachers in adopting different teaching learning methods and result in more dynamic classroom interaction. This also paves way for adoption of appropriate strategies to address the concerns of all learners. The study was done with the aim to explore the study skills and determine any correlation between study skills of the students and their academic performance. This is a cross-sectional observational, questionnaire - based descriptive study involving undergraduate students enrolled in medical college. A predesigned, pretested structured and validated questionnaire, the Denis Congo Study Skills Inventory was administered on the sample. Study Skills Efficacy Scores were determined using the same. Learners were categorized as slow, average and advanced based on their scores in the first internal examination. These scores were aligned with the study skills used by the learner and the data was analysed using Microsoft Excel 2010 & IBM SPSS Statistics 28.0.1.1 Windows software to find out any correlation.: It was found that all the six skills included in the Dennis Congo study skill inventory may need to be developed in slow learners with equal emphasis so as to facilitate them in becoming average learners. All the six skills also require improvement in average learners to become advanced learners, however our study shows that more emphasis needs to be laid on the development of skills of note-taking, memory enhancement, test preparation and concentration. Out of these, note-taking and test preparation are skills which might be easier to work on as compared to memory and concentration, as a part of these skills are inherent to the individual. Teachers can play a significant role in helping the students in acquiring the skills. : Factors affecting student academic performances is a multidimensional issue which has to be identified at individual level. Deficient study skills appear to be a statistically significant cause for poor academic performance. With the objective to change the learner’s behaviour, it can be conveyed to learners what exactly is to be accomplished by providing a direction in the planning of a learning activity.This study assesses student learning levels in medical education using the 'Dennis Congo Study Skill Inventory'. It further evaluates a tailored protocol designed for slow, average, and advanced learners, aiming to enhance learning outcomes across diverse proficiency levels."

Remediation of Learning Difficulty Utilizing School-Based Cognitive Behavioral Intervention Measured by EEG Theta-Alpha and Theta-Beta Ratio During Resting and Cognitive Task Performance Conditions.

Background. EEG is an effective tool due to its ability to capture and interpret the changes in brain activity under different situations. Quantitative EEG (qEEG) can be essential in evaluating and treating children's learning problems. Methods and procedure. Fifty school-going children with difficulty in learning were studied. Analysis of the difference between pre-intervention and postintervention EEG power ratio of frequency bands, including Theta to Beta and Theta to Alpha, while eyes-closed, eyes-open, hyperventilation, writing, and reading conditions and the values for relative powers were calculated. The study correlated postintervention theta/beta ratio (TBR) and theta/alpha ratio (TAR) values with behavioral measures. Results. The findings suggested that there was a significant difference in pre-intervention and postintervention relative TAR and TBR power values. A significant increase of TAR and TBR power values was observed in eyes-closed (resting), hyperventilation, writing, and reading task conditions, indicative of a state of arousal at FP1FP2, T3T4, and O1O2 scalp locations. During eye open conditions, the TAR and TBR were significantly low at all 3 scalp locations, indicating a relaxed, conscious, and aware state of mind. Postintervention TAR and TBR values were significantly correlated with behavioral measures during 5 task conditions on several scalp locations. Conclusion. These quantitative electroencephalogram findings in children with learning problems indicate that with the increased complexity of the cognitive tasks, TAR and TBR increase, while postintervention, children could attain a relaxed and conscious state of mind during eyes-open condition.

Left-handedness in otolaryngology, who is right?

This study aimed to ascertain the prevalence of left-handedness (LH) among otolaryngology-head and neck surgery (ORLHN) practitioners, investigate dexterity's impact on LH trainees, and identify common patterns in their training to improve the training experience. A web-based survey was distributed anonymously via email to members of the Saudi Otorhinolaryngology Society. The survey targeted ORLHN attending consultants, board-certified registrars, and current residents. It consisted of three sections: the first focused on the experience of attending consultants in training LH individuals, the second investigated common maneuvers employed by rhinologists, and the third explored the experiences and impacts reported by LH trainees. The study included 174 participants, and found a 13.2% LH prevalence among them. Rhinologists showed disparities, with 50% advising trainees to stand on the left side of the bed and use their left hand for the scope, whereas the other half asked otherwise. Additionally, 94.4% of the participants had not encountered any courses specifically tailored for LH trainees. Among LH trainees, 57% and 41% reported difficulties in learning and performing side-specific procedures such as functional endoscopic sinus surgery and endoscopic septoplasty, respectively, often attempting to switch to their nondominant hand, and feeling disadvantaged due to their laterality. Left-handedness presents challenges for both LH trainees and their trainers in surgical specialties, particularly in ORLHN, in which specific positioning and instruments are crucial to gain access to the desired surgical field. Despite these challenges, there is insufficient support for LH individuals. We recommend encouraging LH trainees to openly disclose and discuss their left-handedness, provide them with mentors, establish standardized operating room setups and techniques, supply appropriate instruments, and demonstrate flexibility in accommodating their needs. Level 5.

학습 효과가 높은 수업과 낮은 수업의 학습 과정과 평가의 특성에 관한 연구

Objectives The purpose of this study is to explore the characteristics of instructions recognized as having a high learning effect and as having a low learning effect. Methods For this purpose, we conducted written interviews using online platform with 18 prospective instructors who are experiencing the pre-instructor course at the graduate school of education. It was designed to focus on instructions experienced before, not on instructions currently being taken, and through this, the process and effect of learning could be reported more objectively. The collected qualitative data were analyzed using a thematic anal-ysis method, and the learning process of instructions with high learning effects and instructions with low learning effects were derived and presented in a diagram. Results As a result of the study, 3 main categories, 9 themes, and 19 subcategories were derived as character-istics of the learning process included in instruction with high learning effect, and the amount of learning load, dif-ficulty, and responsibility perceived by learners were also confirmed along with the learning burden factors. As for the instruction with low learning effect, 3 main categories, 9 themes, and 18 subcategories were derived, and these included ‘no task’ and ‘no burden’. In the instruction with high learning effect, the focus of assignments and evaluations was on the learning process and performance, and improvement and feedback were made through the feedback of the instructor. In the instruction with low learning effect, the focus of assignments and evaluations was on organizing, summarizing, and general evaluation, and it was difficult to confirm improvement and feedback through instructor's feedback. Moreover, the difficulty and amount of learning load in the class were burden factors that appeared in both classes with high and low learning effects. Considering these results, instructors need to consider ways to have explanatory power to effectively deliver class content by analyzing learners' levels rather than reducing the difficulty and amount of learning. Conclusions Based on these findings, recommendations were provided to guide professors in aiming for and de-signing effective instructions.

Trilobatin suppresses aging-induced cognitive impairment by targeting SIRT2: Involvement of remodeling gut microbiota to mediate the brain-gut axis

BackgroundAging is associated with learning and memory disorder, affecting multiple brain areas, especially the hippocampus. Previous studies have demonstrated trilobatin (TLB), as a natural food additive, can extend the life of Caenorhabditis elegans and exhibit neuroprotection in Alzheimer's disease mice. However, the possible significance of TLB in anti-aging remains elusive. PurposeThis study aimed to delve into the physiological mechanism by which TLB ameliorated aging-induced cognitive impairment in senescence-accelerated mouse prone 8 (SAMP8) mice. Methods6-month-old SAMP8 mice were administrated with TLB (5, 10, 20 mg/kg/day, i.g.) for 3 months. The therapeutic effect of TLB on aging-induced cognitive impairment was assessed in mice using behavioral tests and aging score. The gut microbiota composition in fecal samples was analyzed by metagenomic analysis. The protective effects of TLB on blood-brain barrier (BBB) and intestinal barrier were detected by transmission electron microscope, H&E staining and western blot (WB) assay. The inhibitive effects of TLB on inflammation in brain and intestine were assessed using immunofluorescence, WB and ELISA assay. Molecular docking and surface plasma resonance (SPR) assay were utilized to investigate interaction between TLB and sirtuin 2 (SIRT2). ResultsHerein, the findings exhibited TLB mitigated aging-induced cognitive impairment, neuron injury and neuroinflammation in hippocampus of aged SAMP8 mice. Moreover, TLB treatment repaired imbalance of gut microbiota in aged SAMP8 mice. Furthermore, TLB alleviated the damage to BBB and intestinal barrier, concomitant with reducing the expression of SIRT2, phosphorylated levels of c-Jun NH2 terminal kinases (JNK) and c-Jun, and expression of MMP9 protein in aged SAMP8 mice. Molecular docking and SPR unveiled TLB combined with SIRT2 and down-regulated SIRT2 protein expression. Mechanistically, the potential mechanism of SIRT2 in TLB that exerted anti-aging effect was validated in vitro. As expected, SIRT2 deficiency attenuated phosphorylated level of JNK in HT22 cells treated with d-galactose. ConclusionThese findings reveal, for the first time, SIRT2-mediated brain-gut barriers contribute to aging and aging-related diseases, and TLB can rescue aging-induced cognitive impairment by targeting SIRT2 and restoring gut microbiota disturbance to mediate the brain-gut axis. Overall, this work extends the potential application of TLB as a natural food additive in aging-related diseases.

Physically active learning for children with learning disorders attending special-needs schools: A program evaluation

BackgroundPhysically active learning (PAL) is a potentially valuable method to stimulate academic performance and physical activity (PA) in children with learning disorders (LD) attending special-needs schools. It is yet unknown whether PAL can be successfully implemented in special-needs schools. AimsThis study aimed to evaluate a PAL-program in special-needs schools by examining teacher’s dose delivered, children’s dose received, and associations of children’s characteristics with dose received. MethodsChildren (N = 37) from two special-needs schools participated in a six-week PAL-program. Dose delivered was evaluated based on PAL-lessons’ implementation rate and duration. Dose received was assessed through time-on-task observations (n = 23) and PA (n = 37). To assess the association between dose received and children’s characteristics (sex, behavioral disorders, motor skills, and physical fitness), Mann-Whitney U tests and Spearman’s rho correlations were used. ResultsFor teacher’s dose delivered, the implementation rate exceeded 95%, and the PAL-lessons lasted the intended 12 minutes. For dose received, children’s on-task behavior was above 79%, and children spent 43% of the time in moderate-to-vigorous PA during PAL. Motor skills were positively related to on-task behavior related to the movements, and physical fitness was positively related to moderate-to-vigorous PA. ConclusionsPAL was successfully implemented in terms of dose delivered and dose received for children with LD attending special-needs schools.

KRUSKAL WALLIS ANALYSIS TO FIND OUT THE IMPROVEMENT OF DESIGN THINKING SKILLS IN OBJECT-ORIENTED PROGRAMMING MATERIALS THROUGH EDUCATIONAL CONTENT

Education legislation in Indonesia currently requires Informatics subjects, which is closely related to programming-based material. However, many students in Indonesia still have difficulty learning about programming material. One of them is due to the background of students about the ability to think in the process of solving a program code. Seeing the phenomenon of today's students who are active on social media, it is a good step if social media is used as a learning media platform. This study aims to analyze the improvement of design thinking skills by using educational content-based learning media. The research method used was R&D with the ADDIE media development model and One Group Pretest-Posttest as the research design. The results showed an increase after students were given treatment in the form of educational content based learning media. The Kruskal Wallis test results showed a significant difference between the upper class, middle class, and lower class. The N-Gain obtained in the upper class is 0.560, in the middle class is 0.505, and in the lower class is 0.303. The average value of the results of student responses to learning media is 96.59 percent with the category "Very Good".

Beliefs about Difficulties in Learning Chinese as a Foreign Language in a Public Sector University

Chinese language teaching in universities was introduced as part of China-Pakistan Economic Corridor initiative (CPEC) signed in 2013 for economic, entrepreneurial, and social reasons. Over a decade of introducing Chinese as a foreign language, Pakistani language learners invested in Chinese language for scholarships, higher education, jobs, and business purposes. However, many CFL learners were unable to acquire Chinese language and had low proficiency in the language. Therefore, this study aims to investigate the beliefs about difficulties that foreign language learners face about learning Chinese as a foreign language in a public sector university. For this purpose, quantitative research using BALLI questionnaire was conducted within a public sector university. The beliefs about language learning inventory (BALLI) questionnaire inquired about the general and specific language learning difficulties that students face while learning CFL. Data was collected using stratified sampling from two hundred undergraduate students who have completed CFL-I and CFL-II language courses at the university. Data was analyzed using descriptive statistics through SPSS. The findings of the study showed that learners considered Chinese as a difficult language to learn as compared to other foreign languages. Also, when inquired about the success of their spoken Chinese language in future, few of the participants believed that they would be able to succeed with Chinese language. Similarly, learners reported about the four language skills in Chinese and considered listening as easier than speaking. Additionally, the learners reported that reading and writing are equally difficult in acquiring Chinese.

The typical and atypical developing mind: a common model.

We present a theory of atypical development based on a developmental theory of the typical mind integrating developmental, cognitive, and psychometric theory and research. The paper comprises three parts. First, it outlines the theory of typical development. The theory postulates central cognitive mechanisms, such as relational integration, executive and inferential processes, and domain-specific processes underlying different environmental relations, such as visuospatial or quantitative relations. Cognitive development advances in cycles satisfying developmental priorities in mastering these systems, such as executive control from 2-6 years, inferential control from 7-11 years, and truth control from 12-18 years. Second, we discuss atypical development, showing how each neurodevelopmental disorder emerges from deficiencies in one or more of the processes comprising the architecture of the mind. Deficiencies in relational integration mechanisms, together with deficiencies in social understanding, yield autism spectrum disorder. Deficiencies in executive processes yield attention-deficit and hyperactivity disorder. Deficiencies in symbolic representation yield specialized learning difficulties, such as dyslexia and dyscalculia. Finally, we discuss clinical and educational implications, suggesting the importance of early diagnosis of malfunctioning in each of these dimensions and specific programs for their remediation.

Rehabilitate Defectology! Teaching Foundation Reading as Compensation

ABSTRACT Early years education begins with the rejection of the notion that children are deficient adults. But it has culminated in a deep and abiding concern for learning difficulties, particularly in the field of reading. The purpose of this paper is to reconcile the seeming contradiction between the former view, which appears to eschew the concept of deficits, and the latter, which appears to depend upon it. To do this, we re-examine the work of L.S. Vygotsky, whose career – conversely – began in the study of learning difficulties known as ‘defectology’ and culminated in a ‘pedology’, a systematic critique of the notion that early years are simply defective school children. Vygotsky took ‘defect’ as a general – in fact, universal – deficiency-in-itself, which then provokes different forms of social ‘compensation’, or deficiency-for-others. Negative compensations lead to what Adler called an inferiority complex – a ‘deficiency-for-myself’; positive ones, however, lead to the next zone of child development. By reconceptualizing Foundation Reading as different forms of compensation, we may learn much from this lost science. We may even be able to compensate for its defects.

The Relationship Between Learner Beliefs and Foreign Language Anxiety of Chinese EFL International Students

The research purpose of this study is to measure Chinese EFL (English as a Foreign Language) international students’ learner beliefs and foreign language anxiety and explore the underlying relationship between their beliefs and foreign language anxiety. The study found that learners’ beliefs about the difficulty of language learning are positively related to confidence about their English proficiency, and the more learners pay attention to linguistic accuracy, the higher their foreign language anxiety. When learners believe they can learn English well, their anxiety level could be low, and if they are anxious about English learning, they will adopt practicing methods to deal with their anxiety.