The Impact of Anxiety Level Changes on Foreign Language Learning in College Freshmen

Abstract

College freshmen have experienced dynamic changes in four types of anxiety—environmental adaptation, classroom learning, time management, and learning efficacy—during their adjustment to university life, which systematically hinders foreign language acquisition. Using a literature review combined with a two-phase retrospective questionnaire survey (Phase I: September-October; Phase II: November-January), this paper explores the synergistic evolution of multidimensional anxiety and its impact mechanisms on language learning outcomes throughout the critical adaptation period (3-5 months post-enrollment). The study concludes that while anxiety levels generally decreased over time, time management anxiety showed a significant rebound during high-pressure final examinations; crucially, time management anxiety was found to have the strongest negative correlation with learning outcomes (r=0.443), followed by efficacy anxiety (r=0.364). Additionally, exam anxiety in the final period could trigger cross-dimensional chain reactions—transforming time pressure into self-efficacy doubts and thereby elevating affective filters. These findings provide a basis for targeted interventions, particularly enhanced end-of-term support for time management and long-term mechanisms to alleviate efficacy anxiety.