The role of college English teaching reform in overcoming students’ learning anxiety disorders

Abstract

Background

In the study of colleges and universities, students are under greater pressure to learn English, so the reform of the teaching mode of English in colleges and universities is of great significance to alleviating students’ learning anxiety.

Subjects and Methods

This study chose 150 students with English learning anxiety as its experimental subjects at a particular university in order to investigate the impact of English teaching reform on helping students overcome their learning fear. The experimental employees were split into two groups using the random approach. One group was designated “blank,” and that group was taught using conventional English methods. The experimental group, which uses a multimedia-reformed approach to English instruction, is the other group. The experimental statistical scale uses the Anxiety Disorder Somatic Symptom Assessment Scale, and the experimental period lasts for 3 months.

Results

The panic index scores of the blank group and the experimental group were 78.49 ± 2.32 and 79.50 ± 2.26, respectively, after the evaluation of the Anxiety Disorder Somatic Symptom Assessment Scale, and the tension index scores were 84.65 ± 2.42 and 83.17 ± 1.58, respectively, prior to the start of the experiment. Following the experiment, the scores for stress indicators were 83.79 ± 1.87 and 72.49 ± 4.01, while the scores for panic indicators were 77.76 ± 2.46 and 67.65 ± 1.28, respectively, in the blank group and experimental group. The experimental group’s scores for somatic symptoms of anxiety displayed a considerable decline.

Conclusions

The reform of college English teaching through multimedia can effectively alleviate students’ learning anxiety.

Acknowledgement

A project of Wuchang Shouyi University (No. 2021Y05).