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Learners’ beliefs on language learning and perceived self-efficacy are important to the success of their second/foreign language (SL/FL) learning. To reveal the general profiles of and relationship between Chinese students’ beliefs about English learning and self-efficacy, the present study examined beliefs about English learning and self-efficacy held by Chinese university EFL (English as a FL) learners at differing English proficiency levels. A total of 1,698 students from a top university in Beijing answered a battery of questionnaires. The results revealed a general overview of the students’ beliefs about the nature of language learning and the roles of teachers, feedback and learning strategies, and self-efficacy. Another major finding was that participants at different English proficiency levels differed significantly from one another in beliefs about language learning and self-efficacy.

The present research investigated the quasi-causal relationship between foreign language classroom anxiety (FLCA) and English performance in relation to gender and discipline via cross-lagged regression analyses. A total of 934 freshmen from a well-known state-owned university in Beijing answered the Foreign Language Classroom Anxiety Scale and a background questionnaire at the beginning and the end of a term. Their English test scores in both phases were also collected. Results demonstrated that FLCA was significantly negatively correlated with English test performance for all students. Another major finding was that the overall FLCA, low self-confidence in speaking English, and worry about English classroom performance impacted the students’ test performance differently, depending on gender and discipline, so did test performance impact different aspects of FLCA. These findings show that FLCA is a primary cause for test performance, while the latter is not necessarily an important cause for the former.

The present mixed-method study examined the foci and effects of peer and machine feedback on the revisions of Chinese university EFL learners’ English argumentative essays. The data included Draft 1, peer feedback (PF), PF-based Draft 2, machine feedback (MF), MF-based feedback, questionnaires, and interview recordings. The main findings were: (a) peer feedback was primarily concerned with content errors, while machine feedback mainly involved non-content errors, (b) significant differences occurred in errors of most types between Draft 1, PF and PF-based Draft 2, and between Draft 1, MF, and MF-based Draft 2, (c) the intake of ‘introducing a new topic in Conclusion’ was a powerful predictor of PF-based Draft 2 scores, and (d) the participants generally moderately considered peer and machine feedback to be useful. Based on the findings, some implications are discussed on how to better implement and enhance the quality of peer and machine feedback.

As a highly important affective variable, motivation has always been a focus of research in second/foreign language (SL/FL) learning and proved to play a critical role in SL/FL learning. Even so, considering the complex and dynamic nature of SL/FL motivation, it always deserves research. Guided by the newly proposed framework of L2 Motivational Self System (Dörnyei, 2005, 2009), the present mixed-method study hence explored Chinese English majors’ L2 motivational self. One hundred and one English majors from a prestigious university in Beijing answered the questionnaire and 15 of them were interviewed in the present study. Analyses of the data revealed the following main findings: (1) the participants were generallyhighly motivated to learn English, had vivid images of themselves as proficient English users in the future, had positive appraisals of their L2 learning experiences, and had a moderately good perception of their ought-to L2 self, (2) senior students reported having significantly higher ideal L2 self and held more positive attitudes towards English learning experience. Based on these findings, some pedagogical implications and suggestions for future research are discussed.

This study explored teaching anxiety and teacher foreign language anxiety (FLA) in 151 Chinese college English teachers in relation to their individual characteristics. Analyses of data collected from mixed-form questionnaires revealed the following major findings: (a) Major causes for teaching anxiety were concern about classroom teaching, research, other work and promotion, and interest and confidence in teaching, and major sources for teacher FLA were apprehension of speaking English, fear of negative outcomes, and confidence in English competence; (b) the participants of various backgrounds suffered from varying degrees of teaching anxiety and teacher FLA; (c) gender, age, educational level, English proficiency, and experience of visiting/studying in English-speaking countries significantly affected the participants’ teaching anxiety and teacher FLA levels; and (d) anxiety seriously affected the participants’ work and life. Evidently, anxiety is an important issue faced by university language teachers and needs to be further researched and seriously handled.

This chapter examines adult CSL (Chinese as a L2) learners' intercultural sensitivity and effectiveness while studying in a university in Beijing. Seventy-four international students from various countries answered the intercultural sensitivity scale (ISS) and intercultural effectiveness scale (IES) as well as other scales in the present study; eight participants were informally interviewed. The findings indicate that the participants were moderate in terms of intercultural sensitivity and effectiveness, that intercultural sensitivity and effectiveness were generally and significantly related to each other, and that students' intercultural sensitivity and effectiveness levels were not statistically correlated with their background variables. Based on these findings, some implications are therein discussed.

Source-based writing research has received much attention in recent years, which generally shows that both novice and expert EFL (English as a foreign language) writers have difficulties in writing from sources. As many Chinese institutes of higher education attach increasingly more importance to publications in international journals, citation and plagiarism become critical issues for both student and teacher researchers as well as the institutes. Nevertheless, not much research can be found on the issues with Chinese students, especially undergraduate students. The present study thus investigated Chinese undergraduate EFL learners’ perceptions of plagiarism and use of citations in their course papers. A total of 141 students from a highly prestigious university answered an open-ended questionnaire and 97 of them submitted course papers. Major findings were: (1) the students had a (fairly) good knowledge of plagiarism and identified various reasons for plagiarism in academic writing, (2) they used summary the most often when citing from sources, followed by paraphrase and quotation, and (3) they mainly used single-source citations to primarily support their own ideas, position an author’s opinions and/or findings, and acknowledge the author’s ideas. These findings reveal a general overview of students’ perceptions of plagiarism and use of citations in their course papers, thus providing implications for formal classroom instruction of writing from sources.

This study employed a concurrent mixed method to find out whether Chinese young EFL learners (7th- to 9th- graders) were anxious, what caused them to feel/become anxious in English speaking class, how anxiety affected their learning of (spoken) English, and what differences existed in English speaking anxiety among the learners. Both quantitative (199 questionnaires) and qualitative (8 interviews) data were collected. The major findings were: (1) each grade sample was not anxious when speaking English in class. Few students were afraid to speak English, to make mistakes and to be laughed at in class, (2) the majority did not feel anxious when speaking English, a few did so due to such reasons as peer pressure, fear of making mistakes, fear of losing face, low self-confidence, little/no preparation, little practice, fear of being the center of attention, task difficulty, a limited vocabulary, poor English and wrong pronunciation, (3) anxiety seemed to have a negative effect on students’ learning of (spoken) English, and (4) differences occurred in English speaking anxiety levels, causes for and effects of anxiety among the learners in different grades.

We surveyed the practices and abilities of 103 students at 4 universities in China to write from sources in English, documenting in their first and second years of Bachelors’ and Masters’ programs (longitudinally and cross-sectionally): (a) students’ self-reported approaches to writing from sources and instruction that had helped them; (b) the frequency, accuracy, and functions of citations in samples of their course papers; and (c) their abilities to summarize a reading passage under test-like conditions. The students wrote with some proficiency in English and emerging competencies in writing from academic sources, confirming, in this context where English is a foreign language, tendencies such as nascent senses of authorial identities and patchwriting documented in prior case studies of Chinese and other students writing at English-dominant universities internationally. Limited evidence for development from the first to second year appeared in undergraduate students increasing the frequency, accuracy, and functions of their citations, moving toward the tendencies maintained by graduate students in both years’ course papers. In their second years, most students also reported greater success in acknowledging source materials and focus on formal aspects of writing course papers. Only half the students indicated they had taken courses that helped them to write from sources.

As an important affective factor in language learning, foreign language anxiety (FLA) has been extensively researched. Nevertheless, not many studies have targeted postgraduate students or been longitudinal to reveal the dynamic nature of FLA. Hence, the present quantitative study examined changes in and effects of FLA on postgraduate students’ performance over a 10-week period. A total of 324 postgraduate students from a prestigious university took a pretest and posttest, answered a set of questionnaires before (phase 1) and after (phase 2) the 10-week period, respectively. Analyses of the data revealed three major findings: (1) Toward the end of the period, the respondents became significantly less apprehensive of speech communication in English and less worried about the English class, English classroom performance, and other students’ performance. Their overall English language classroom anxiety was significantly lower as well, though they became significantly more worried about tests. (2) In both phases, anxiety was largely highly related to students’ performance in English speaking, listening, reading, and writing tests as well as the overall test performance, especially speaking test performance. Nevertheless, this correlation became weaker in phase 2. (3) In both phases, foreign language classroom anxiety and achievement anxiety powerfully predicted students’ English test performance, especially speaking test performance. These results show that FLA is an important issue even for postgraduate students, affecting their test performance to varying degrees over time. Based on these findings, implications and suggestions are discussed.

The present research examined the associations between foreign language listening anxiety (FLLA) and strategy use (FLLSU) and their predicting effects on test performance of high- and low-proficient Chinese university English as a foreign language learners. 1160 first-year undergraduate non-English majors answered the battery of questionnaires and took the listening test, among whom 227 low- and 243 high-proficient students were included in the final analyses of the collected data. The findings were as follows: (1) the low-proficient group was significantly more anxious about English listening and less confident in their English listening proficiency, and employed word-oriented and less active listener strategies significantly more often than their high-proficient peers, (2) FLLA was generally significantly correlated with FLLSU for both high- and low-proficient groups, and (3) FLLSU was a good predictor for English listening test performance for both low- and high-proficient students. It is thus concluded that FLLA and FLLSU are two closely interrelated and important factors in second/foreign language (SL/FL) learning, that FLLSU is a more influential factor for SL/FL listening learning, and that proficiency greatly mediates students’ FLLA levels and FLLSU frequencies.

The present research explored bilingual/multilingual students’ willingness to communicate in Chinese (WTCC) and foreign language anxiety (FLA) when speaking Chinese and their associations with self-rated proficiency in Chinese in a university in Beijing. The study recruited 167 bilingual and multilingual learners of Chinese to fill in a battery of questionnaires, 15 of whom were interviewed. Analyses of the data revealed the following major findings: (1) most participants were willing to communicate in Chinese and did not feel anxious when doing so, (2) both WTCC and FLA were closely related to self-rated proficiency in Chinese and powerful predictors for the latter, and vice versa, (3) WTCC and FLA were significantly related to and predicted each other and (4) a number of factors were identified to be causes for the learners’ WTCC and FLA. Evidently, both willingness to communicate and FLA are complicated constructs and issues of great concern even to experienced language learners, which deserve ...

Insufficient information was generated from the existing literature of cross-sectional studies about the changes of language learning anxiety, especially in technology-assisted language settings. This paper filled the gap by designing a longitudinal study of 10 weeks in which the mobile learning apps of Rain Classroom was administered to 158 postgraduate students in language class. Quantitative results were generated, using paired samples T-test and one-way repeated measures ANOVA, from the 5-point Likert scale of English Language Class Anxiety Scale, 7-point scale recall of anxiety changes across 4 weeks, pre- and post-test language performance, combined with the qualitative interview transcripts administered before and after the learning process. In consistency with prior findings, the study results produced a significant decrease in anxiety in general, corroborating the interview and the self-recalling measure results. Further, the self-recalled scale revealed a more complex pattern of anxiety with the general decreasing tendency mixed with the increasing trend between the last two weeks. This study implied that the binary approach of anxiety reduction was not sufficient for the big picture of fluctuations and variations of language anxiety. The combination of language outcome data reinforced the explanatory forces than a single-dimensional dataset.

As revealed by literature, anxiety and stress are complicated yet serious issues among teachers at all educational levels. Though widely studied, research on them often focuses on pre-service or primary and middle school teachers, with little research on in-service university teachers. It is especially so in China. The present study thus examined anxiety, stress and their relations with demographic variables in in-service university teachers in China. 256 teachers from various universities in China answered the Demographic Questionnaire, the Teaching Anxiety Scale and the Teacher Stress Inventory. Analyses of the data revealed the following main findings: (1) the participants were under great stress, but they were generally not so anxious about teaching, (2) teaching anxiety was generally significantly negatively correlated with age, professional title and years of teaching, while teacher stress was significantly negatively related to professional title, and (3) overall teacher stress, professional title and age were powerful predictors for teaching anxiety, while years of teaching, overall teaching anxiety and its subscales were powerful predictors for teacher stress. Based on these findings, some implications are discussed.

The present study explored the interrelations between foreign language (FL) reading anxiety, FL reading strategy use and their interactive effect on FL reading comprehension performance at the tertiary level in China. Analyses of the survey data collected from 1702 university students yielded the following results: (a) Both Foreign Language Reading Anxiety Scale (FLRAS) and Foreign Language Reading Strategy Use Scale (FLRSUS) had important subcomponents, (b) more than half of the students generally did not feel anxious when reading English, and were confident in and satisfied with their English reading proficiency. Meanwhile, (c) more than half of them moderately used different types of reading strategies such as planning, checking and confirming, predicting and assessing, when reading English, (d) compared with their female peers, male students felt significantly more anxious when facing reading activities, less satisfied with their English reading proficiency, and used specific analyzing and planning strategies significantly less often during a reading activity, (e) FLRAS was significantly inversely related to FLRSUS, and both were significantly correlated with the students’ FL reading comprehension performance, and (f) FLRAS (overall FL reading anxiety), FLRAS1 (general anxiety about FL reading), and FLRSUS2 (predicting strategies) were good predictors of FL reading comprehension performance. Based on the findings, some implications are discussed. 5 1 65 85 4 Studies in Second Language Learning and Teaching

The present case study investigated university students’ academic and linguistic gains during a semester-long exchange program abroad. Thirty three third-year English majors from a Chinese university answered a battery of questionnaires and 13 of them participated in semi-structured interviews both prior to and after the program. Analyses of the data showed that the participants gained greatly from the exchange program both academically and linguistically. Based on the findings, some implications about exchange programs are discussed. vol.3 no.4 505 522 Studies in Second Language Learning and Teaching

Blends of poly(ethylene terephthalate) (PET) and poly(ethylene octene) (POE) were prepared by melt blending with various amounts of trimethylolpropane triacylate (TMPTA). The mechanical properties, phase morphologies, and gel fractions at various absorbed doses of ?-irradiation have been investigated. It was found that the toughness of blends was enhanced effectively after irradiation as well as the tensile properties. The elongation at break for all studied PET/POE blends (POE being up to 15 wt %) with 2 wt % TMPTA reached 250-400% at most absorbed doses of ?-irradiation, approximately 5080 times of those of untreated PET/POE blends. The impact strength of PET/POE (85/15 wt/wt) blends with 2 wt % TMPTA irradiated with as little as 30 similar to kGy absorbed dose exceeded 17 kJ/m2, being approximately 3.4 times of those of untreated blends. The improvement of the mechanical properties was supported by the morphology changes. Scanning electron microscope images of fracture surfaces showed a smaller dispersed phase and more indistinct inter-phase boundaries in the irradiated blends. This indicates increased compatibility of PET and POE in the PET/POE blends. The changes of the morphologies and the enhancement of the mechanical properties were ascribed to the enhanced inter-phase boundaries by the formation of complex graft structures confirmed by the results of the gelation extraction and Fourier Transform Infrared analyses. (C) 2012 Wiley Periodicals, Inc. J. Appl. Polym. Sci., 2012

Perceived to be two important affective variables, anxiety and motivation have been found to be highly correlated to second/foreign language acquisition. In order to examine the relationship between foreign language anxiety, English learning motivation, and performance in English, the present study investigated 980 undergraduate students from three universities in China who answered a 76-item survey. Analyses of the data revealed that (1) the respondents generally did not feel anxious in English and were moderately motivated to learn English, (2) foreign language anxiety and English learning motivation were significantly negatively correlated with each other, and (3) both foreign language anxiety and English learning motivation were significantly correlated with students' performance in English. Among the scales, foreign language classroom anxiety (FLCAS), intrinsic motivation (IntrinM), instrumental motivation (InstruM), fear of being negatively evaluated (FLCAS1), and interest in foreign languages and cultures (IFLC) proved to be powerful predictors for the latter.

This study investigated the interactive effects of English-speaking anxiety and strategy use on oral English test performance of high- and low-proficient Chinese university EFL learners. In total, 1092 first-year undergraduates answered the English-speaking Anxiety Scale (ESAS), the Oral Communication Strategy Inventory (OCSI) and other questionnaires, and took the English-speaking test. Based on test scores, data gathered from 178 low- and 214 high-proficient students were used in the study. The results were: (1) the low-proficient students were significantly more apprehensive of negative evaluation and speech communication than their high-proficient counterparts. Meanwhile, they deployed social affective, fluency-oriented, meaning-negotiating, and message reduction and alteration strategies significantly less frequently while message abandonment strategies, nonverbal strategies and strategies of attempting to think in English significantly more often; (2) ESAS and OCSI scales were significantly interrelated for both groups, and (3) both ESAS and OCSI were good predictors for English-speaking test performance for both groups.

This study examined Chinese university learners’ anxiety in German language classrooms in at-home and study-abroad contexts. About 138 learners from a university in Beijing (at-home context) and 91 learners from a university in Germany (study-abroad (SA) context) participated in the present study. The participants answered a Background Information Questionnaire and the 21-item German Language Classroom Anxiety Scale. Of the survey participants, 10 at-home and 15 SA learners were interviewed. The major findings were (a) around one third of the learners in both contexts reported feeling anxious in German language class; (b) listening, speaking and writing were reported by both groups to be their sources of anxiety in class, and (c) differences existed between the at-home and SA students in anxiety level, causes for anxiety and relationship between anxiety and German test performance. These findings further justify the need for continuous research on this issue. Based on these findings, some implications are discussed.

This paper reports on a study on orai English test anxiety in Chinese undergraduate EFL students at different proficiency levels. Data collected from a 34-item survey observations, and interviews revealed that (1) the majority of the students felt at least somewhat anxious about oral English tests, (2) the more proficient students tended to be less anxious, (3) oral English test anxiety negatively affected students' test performance, (4) a multitude of variables contributed to oral English test anxiety, and (5) most students felt helpless about being anxious about oral English tests. Based on these findings, some suggestions and implications are discussed.

During recent decades, both institutions of higher education and university students of the world are trying to become international by offering or gaining some form of international education, which has caught the attention of increasingly more researchers (Jackson, 2004; Trenchs-Parera, 2009). As East Asian students have increasingly become the majority of international students on university campuses (Xia, 2009), Chinese institutions of higher education have also been recruiting more and more international students. Nevertheless, research on international students in China has been scarce. The present interview study aimed to document the challenges Korean students had while studying full-time in a prestigious university in Beijing. Interviews with 10 senior Korean English majors revealed that they confronted a series of academic, linguistic and cultural challenges while studying in the university. Based on this finding, some implications are discussed.

This paper reports on the result of a study on Chinese university EFL learners’ foreign language writing anxiety in terms of general pattern, effect and causes. 1174 first-year students answered the 26-item Foreign Language Writing Anxiety Scale (FLWAS) (Young, 1999) and took an English writing test, 18 of whom were invited for semi-structured interviews. The results showed that 1) FLWAS had three principal components—low confidence in English writing (FLWAS1), dislike of English writing (FLWAS2) and English writing apprehension evaluation (FLWAS3), 2) the whole sample, as well as male and female students, were generally confident in and liked English writing, and were not apprehensive of having their English writing evaluated, 3) significant differences existed between male and females students, and among different proficiency groups in all the FLWAS scales, 4) foreign language writing anxiety significantly negatively affected students’ performance in the English writing test, and 5) a number of factors contributed to the students’ foreign language writing anxiety.

This paper reports a study on anxiety in Chinese undergraduate non-English majors at three different proficiency levels. By way of survey, observations, reflective journals and interviews, the study revealed that (1) a considerable number of students at each level felt anxious when speaking English in class, (2) the more proficient students tended to be less anxious, (3) the students felt the most anxious when they responded to the teacher or were singled out to speak English in class. They felt the least anxious during pair work, and (4) with increasing exposure to oral English, the students felt less and less anxious about using the target language in speech communication. Based on the findings, some suggestions for future research are proposed.

Because cohesion is important both to the reader and the writer to create and comprehend a text, teachers have placed much emphasis on text cohesion and coherence in their teaching and evaluation of writing. Using Halliday and Hasan’s [Halliday, M.A.K., Hasan, R. (1976). Cohesion in English. Longman, London] taxonomy of cohesive devices and their framework for analysis, this study investigated the use of cohesive devices in 50 argumentative compositions created by Chinese undergraduate non-English majors. It was found that the students were able to use a variety of cohesive devices in their writing, among which lexical devices formed the largest percentage of the total number of cohesive devices, followed by references and conjunctives. The quality of writing was also revealed to significantly co-vary with the number of lexical devices and the total number of cohesive devices used. Apart from that, certain problems were identified in the writing in terms of the use of reference and lexical devices.

The present paper reports on the findings of a study on the general patterns of Chinese university students’ foreign language learning anxiety and motivation and their relationships to the students’ performance in English. Analyses of 1697 questionnaires revealed that 1) the whole sample, as well as male and female students, reported a medium or even low level of foreign language anxiety and a moderate or even high level of English learning motivation; 2) more than 60% of the respondents reported to be at the low level of foreign language anxiety but at the mid level of English learning motivation. And the differences among students of low-, mid-, and high-level foreign language anxiety and English learning motivation were all statistically significant; 3) the students’ foreign language anxiety and English learning motivation were significantly correlated with each another, and the students’ performance in English; and 4) external motivation, intrinsic motivation, test anxiety, motivation intensity, academic achievement, personal development and going abroad were powerful predictors of the students’ performance in English.

Though blended learning had been continuously adopted in an Academic English Writing course (AEW) in a key university in Beijing, no attempts had been made to describe this new learning environment or investigate its effectiveness and impact. To fill in the gap, the present paper describes and evaluates blended learning in this AEW course in terms of course design, material development and presentation, assignment submission and grading, student involvement, teacher reflection, and student evaluation. Results showed that the students highly appreciated and benefited from the blended learning employed in the course in varying ways: it helped increase student-student and student-teacher interactions, reduce or even eliminate communication anxiety, motivate them to become (more) independent and autonomous learners, and enhance their academic English writing ability, and so on.

This paper reports on the results of a study of Chinese EFL learners’ personality traits and motivation in relation to their contributions to achievement in English at the tertiary level. An 88-item survey involving 934 first-year undergraduate non-English majors revealed that: (1) the participants were generally moderately extroverted, moderately prone to become anxious and be influenced by social desirability. Nevertheless, the majority reported to be dependent and tender-minded; (2) the majority of the participants reported to be moderately motivated to learn English; (3) the personality traits were significantly related to all or many of the motivation measures; and (4) most of the personality and motivation scales were significantly correlated with the students’ attainment in English, among which, language requirement, intrinsic motivation, psychoticism and lie were good predictors of the latter.

The present study examined how undergraduate students from a prestigious Chinese university perceived the teaching and learning of English for general academic purposes (EGAP) reading and writing courses. Analyses of 951 questionnaires revealed that most participants generally (strongly) believed that learning general academic English was closely related to their major study, reported being motivated to learn general academic English, and expected to improve their academic English reading, writing, listening and speaking skills from EGAP courses. The study also showed that they had consensus about the requirements and teaching and learning foci of general academic English in spite of their concerns about academic English, and that students of more demanding and more academic EGAP courses tended to have a better understanding of general academic English. Based on the findings, some suggestions are discussed.

The present study explored foreign language anxiety and strategy use in relation to their interactive effect on the students’ performance in English. The participants were 934 Chinese undergraduates who completed a 71-item survey. Complicated statistical analyses (e.g., correlation analyses, regression analyses and structural equaling model) were run on the data, which show that 1) nearly one-third of the students experienced anxiety in English class, 2) the participants mainly reported a medium use of both cognitive and metacognitive strategies, 3) foreign language classroom anxiety, cognitive strategy use, and metacognitive strategy use were all significantly correlated with one another, and 4) all the measured variables produced a significant effect on the students’ performance in English. Based on the findings, some implications for teaching and learning of English are discussed.

This paper reports on an investigation of Chinese university EFL learners’ attitudes towards English and Chinese in relation to their motivation to learn the language and awareness of their ethnic identity. 302 university students answered a 22-item Language Attitudes Questionnaire and 112 of them answered four open-ended questions. Analyses of the data reveal that the participants held positive attitudes towards English, were motivated to learn the language, and valued their association with English-speaking culture and people, meanwhile considering their native language superior to English. Thus the paper concludes that the students had a sound sense of Chinese identity with an appreciation of the value of the English language.

Anxiety has proved to be a complicated yet serious issue in learners at all educational levels. Thus, how to handle it becomes significant given the critical importance of education to both individuals and society, which justifies continuous research on it. The present study investigated anxiety and its sources in Chinese doctoral students. 322 students from various universities in China answered the Zung SelfRating Anxiety Scale, the Student Stress Inventory, the background questionnaire and two open-ended questions. Analyses of the data revealed the following main findings: 1 the respondents were largely anxious both physically and mentally and experienced high stress in various situations, 2 a series of causes was identified for student anxiety, and 3 student anxiety and stress were highly related to each other. Based on these findings, implications on how to reduce student anxiety are discussed, Anksiyete’nin, tüm eğitim seviyelerinde öğrenenler için karmaşık, ama ciddi bir sorun olduğu kanıtlanmıştır. Bundan dolayı, bununla nasıl başa çıkılacağı konusunda bireylere ve topluma verilecek eğitimin üzerinde durulması önemli olmaktadır. Bu çalışmada Çinli doktora öğrencilerinde anksiyete ve anksiyete kaynakları incelenmiştir. Çin’deki çeşitli üniversitelerden 322 öğrenci Zung Öz Değerlendirme Anksiyete Ölçeğini, Öğrenci Stres Envanteri, arka plan anketini ve iki açık uçlu soruyu yanıtlamıştır. Verilerin analizleri şu temel bulguları ortaya çıkarmıştır: 1 Katılımcılar hem fiziksel, hem de mental olarak büyük ölçüde anksiyeteli ve çeşitli durumlarda yüksek strese sahiplerdi, 2 öğrenci anksiyetesi için bir dizi neden tespit edildi ve 3 öğrenci anksiyetesi ve stres birbirleriyle oldukça ilişkiliydi. Bu bulgulara dayanarak, öğrenci anksiyetesinin nasıl azaltılacağına dair öneriler tartışılmıştır