Integrated English and educational psychology teaching in universities on students’ anxiety disorders

Abstract

Background

Anxiety is a common phenomenon in English learning. In order to clearly demonstrate the impact of the integrated teaching of English education and educational psychology in universities on students’ anxiety disorder, this study conducted a questionnaire survey and structured interviews to investigate English anxiety and compare significant differences.

Subjects and Methods

This study is based on the combination of English education and educational psychology. A questionnaire survey and structured interviews were conducted on 630 students from three different types of universities. The results of the “Foreign Language Anxiety Scale” and the “Foreign Language Anxiety Influencing Factors Scale” were tested and analyzed, and SPSS 23.0 statistical software was used for statistical analysis to compare the significant differences in the results.

Results

The results show that the average anxiety level of English learning among college students is 3.00, which belongs to moderate anxiety. In terms of English anxiety level, there are significant differences in gender and professional factors (P<0.05), and there is no significant difference in language proficiency (P>0.05).

Conclusions

This study constructed a “Foreign Language Anxiety Scale” and a “Foreign Language Anxiety Influencing Factors Scale” with relatively ideal reliability and effectiveness. Combining the relevant theories of educational psychology and English learning, the data was analyzed using mathematical statistics, which is more in line with the English learning anxiety situation of Chinese students. Understanding students’ learning anxiety in English learning and teaching has important and practical significance.