Causes of Language Anxiety and Coping Strategies in Junior High School English Teaching: A Case Study of Listening-Speaking Learning Among Ninth Graders in an Urban School

Shihui Su

doi:10.47297/wspiedWSP2516-250030.20250906

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Causes of Language Anxiety and Coping Strategies in Junior High School English Teaching: A Case Study of Listening-Speaking Learning Among Ninth Graders in an Urban School

9卷第6期

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Causes of Language Anxiety and Coping Strategies in Junior High School English Teaching: A Case Study of Listening-Speaking Learning Among Ninth Graders in an Urban School
Causes of Language Anxiety and Coping Strategies in Junior High School English Teaching: A Case Study of Listening-Speaking Learning Among Ninth Graders in an Urban School
Chengyi College, Jimei University, 361021, Xiamen, Fujian, China
2025年9卷第6期页码：138-143
纸质出版日期：2025-06-24
DOI：10.47297/wspiedWSP2516-250030.20250906
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(2025). Causes of Language Anxiety and Coping Strategies in Junior High School English Teaching: A Case Study of Listening-Speaking Learning Among Ninth Graders in an Urban School. 国际教育与发展（英文版）, 9(6), 138-143.

Su Shihui.Causes of Language Anxiety and Coping Strategies in Junior High School English Teaching: A Case Study of Listening-Speaking Learning Among Ninth Graders in an Urban School[J].Journal of International Education and Development,2025,09(06):138-143.
(2025). Causes of Language Anxiety and Coping Strategies in Junior High School English Teaching: A Case Study of Listening-Speaking Learning Among Ninth Graders in an Urban School. 国际教育与发展（英文版）, 9(6), 138-143. DOI： 10.47297/wspiedWSP2516-250030.20250906.

Su Shihui.Causes of Language Anxiety and Coping Strategies in Junior High School English Teaching: A Case Study of Listening-Speaking Learning Among Ninth Graders in an Urban School[J].Journal of International Education and Development,2025,09(06):138-143. DOI： 10.47297/wspiedWSP2516-250030.20250906.

摘要

Abstract

This study examines language anxiety in English listening and speaking learning among ninth-grade students in urban junior high schools. Through questionnaires

classroom observations

and student interviews

the causes of anxiety were analyzed

and targeted intervention strategies were proposed. Findings indicate that student anxiety primarily stems from low self-efficacy

performance evaluation pressure

and limited instructional resources. Interventions such as tiered task design and low-risk classroom environments demonstrated measurable anxiety reduction. The results provide localized pedagogical insights for English teaching in urban secondary schools.

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references

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