A Study of Chinese Undergraduate Students’ English Language Speaking Anxiety, Expectancy-Value Beliefs and Spoken English Proficiency

Motivation and anxiety are two crucial factors influencing learning outcomes, yet limited empirical research on expectancy-value theory can be found within previous literature about Chinese undergraduate students studying English as a foreign language (EFL). Moreover, few studies have examined the interaction between motivation and skill-specific anxiety. Thus, the present study explored dimensions of task values of English learning, the relationship between expectancy, values and English language speaking anxiety (ELSA) among Chinese undergraduate EFL learners and their predictive power on spoken English proficiency. Two hundred twenty-three Chinese undergraduates completed a questionnaire about their spoken English proficiency, expectancy-value and ELSA items. The following results came to light: (1) task values in English learning had four facets; (2) different types of value were significantly positively correlated with each other, both expectancy and ELSA were significantly linked to cost value, and expectancy bore a significantly negative correlation with ELSA; (3) expectancy, ELSA and attainment and cost value separately predicted learning achievement, whereas only expectancy and value additively predicted learning achievement, where expectancy exerted a greater impact. These findings suggest that teachers should guide students to aim high and provide more opportunities for spoken English practice.