Anxiety and Self Efficacy in Foreign Language Learning—from the Perspectives of Learners in a Remote Chinese School of Cambodia

In the light of Foreign Language Learning (FLL), this investigation looks at the relationship of English learning anxiety and self-efficacy from the perspective of a Junior Two class in a remotely located Chinese school in Cambodia where English is rarely used in daily life but only taught as a subject. This study engaged a mixed-methods approach by triangulating questionnaire data with personal learning journals and classroom observations. Personal Learning Habits data show that “Use English on the Internet/online game” and “Learning English below ten of age” are evidently independent variables of FLL. Quantitative results suggested a tendency towards anxiety but not significant, whereas “Feel positive and expectant in English class”, “Strongly believe that learning English leads to a promising future” and “Have a strong desire to speak fluently with foreigners” are the strongest self-efficacy beliefs held by the students. Qualitative data from journals revealed these fears are often correlated with self-perception, peer comparison as well as corporal punishment; while one’s determination and teacher’s compassion and encouragement always boost self-efficacy. Observation data indicated that tense classroom practices demotivate learners and reinforce anxieties while friendliness and patience in teaching, including life experience sharing motivate learners. Surprisingly, the FLA level found from the informants is low. Learners strongly disagree that they do not like English speaking people. It suggests students’ personal determination and pedagogical adjustments stressing on supportive climate creation with a sense of humor without corporal punishment, as well as life-experience-sharing contributed to English learning and teaching.