Causes and Regulation Strategies of English Listening Anxiety Among Non-English Major College Students: An Analysis Based on Literature Review
Main Article Content
Keywords
non-English major college students, English listening anxiety, causes of anxiety, regulation strategies, second language acquisition
Abstract
English listening anxiety is one of the core affective barriers that constrain the effectiveness of second language acquisition among non-English major college students. Based on relevant studies published in domestic and international core journals and dissertations from 2011 to 2025, this paper systematically reviews the current status, causes, and regulation strategies of English listening anxiety in this population. The findings indicate that listening anxiety levels in this group are generally moderate or higher, with significant differences across dimensions such as grade level and place of origin. The causes can be attributed to the interaction between subjective factors related to individual learners and objective factors such as teaching and materials. Existing regulation strategies encompass two main dimensions: learner autonomous regulation and teacher instructional intervention. However, limitations persist, including restricted research samples and insufficient practicality of strategies. Future research should broaden perspectives, strengthen analyses of multi-factor interactions, and enhance empirical validation of strategies, thereby providing theoretical and practical references for alleviating listening anxiety among non-English major college students and improving the quality of listening instruction.
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