The Study of Foreign Language Anxiety, L2 Motivation, and Self-Efficacy on English Speaking Performance Among Chinese Non-English Major Undergraduates

Abstract

College students sometimes struggle with oral English performance due to foreign language anxiety (FLA). This study investigates whether motivation and self-efficacy act as mediating factors in the relationship between FLA and speaking performance in Chinese undergraduates who do not major in English. A questionnaire survey was conducted with 200 participants, and data were analyzed using descriptive, correlation, and mediation analysis via SPSS 29 and Hayes’ PROCESS macro. The findings indicated that, on the one hand, self-efficacy did not play a mediating role, but on the other hand, speaking motivation significantly partially mediated the negative impact of FLA on English speaking performance. This result indicates that motivation is an important factor in the association between anxiety and speaking ability, and that enhancing motivation and reducing anxiety can enhance students’ speaking performance. This study highlights the importance of addressing the emotional and motivational components of a foreign language. Pedagogical interventions aimed at reducing fear and increasing motivation may lead to better speaking outcomes for English as a Foreign Language (EFL) learners.