This study, through questionnaires, explores the relationship between foreign language classroom anxiety and academic performance among college students. It finds that anxiety is widespread and associated with gender, age, and academic year. Positive feedback can reduce anxiety and improve grades, while negative feedback intensifies it. Factors such as the classroom environment, anxiety, and boredom affect self-reported grades. The conclusions highlight the need to pay attention to student emotions, boost confidence, improve classroom experiences, and enhance teacher-student communication. In terms of research methods, we have adopted a diverse range of data collection methods, including questionnaires, classroom observations, and learning logs, to obtain more comprehensive and in-depth research results. At the same time, we have also conducted more detailed categorizations of the research sample to better analyze the relationship between student anxiety and academic performance across different backgrounds. Hence, we recommend that teachers create more opportunities for interaction in the classroom, encourage students to express their opinions, and foster a positive and upward learning atmosphere.

Yao Yiqin, Wang Hanzhang, Xu Qi. The Relationship between Anxiety and Foreign Language Achievement in College Foreign Language Classrooms—A Case Study Based on Feedback Scenarios. International Journal of New Developments in Education (2024), Vol. 6, Issue 8: 235-242. https://doi.org/10.25236/IJNDE.2024.060837.

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