The relief effect of teacher oral corrective feedback on English learning anxiety symptoms of vocational college students

Abstract

Background

For second language learning, students generally experience symptoms of learning anxiety. As a complex emotional variable, learning anxiety not only has an impact on students’ psychological feelings but also leads to students’ aversion to English learning in severe cases, thereby affecting learning efficiency.

Subjects and Methods

In order to explore whether teachers’ oral corrective feedback has the effect of alleviating students’ learning anxiety, the study focuses on two classes in vocational schools. Two classes each have 45 students, divided into an experimental class and a control class. The experimental class increases the teacher’s oral corrective feedback during normal teaching, while the control class follows the original teaching mode for normal teaching. The Foreign Language Listening Anxiety Scale was used to test students from both classes before and after the teaching experiment.

Results

Before the teaching experiment, the English learning anxiety of the students in the experimental class and the control class was at a moderate level, with values of 3.5294 and 3.5061, respectively. After the teaching experiment, there was a significant difference in the English learning anxiety results between the experimental class and the control class, with values of 2.7451 and 3.5347, respectively.

Conclusions

Overall, strengthening the interaction between teachers and students in English teaching and providing appropriate oral corrective feedback have an alleviating effect on the anxiety symptoms of vocational college students in English learning.