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rangement, teacher characteristics, regional differences andparental influence), mediating driver (language aptitude,learning strategies, comparison with classmates and learningenvironment), mediating outcome (language learning interestand motivation and foreign language anxiety) and primaryoutcome (language learning achievement). After classifyingvariables into categories, the detailed explanation of therelationships between variables will be introduced. In Figure1.1 (the grounded-theory model), the four categories form asystem to explain how variables including anxiety and otherfactors interact with each other to influence learners’language learning achievement from the learners’perspective,thus presenting a detailed manifestation of the role of eachvariable in learning process.In the model, anxiety is affected directly by fourvariables: comparison with classmates, learning strategies,learning interest and motivation and achievement. They areconsidered as the direct sources of anxiety for participants inthe interview. It is interesting to discover the bidirectionalrelationship between anxiety, interest and motivation and alsoanxiety and achievement. That is to say, anxiety is inbidirectional relations with interest and motivation, andachievement. Other variables, such as test types, genderdifferences, class arrangement, teacher characteristics,regional differences, parental influence, language aptitude andlanguage environment are regarded by these students asremote factors in anxiety as they show only indirect influencein the model; that is, these factors are perceived to influencecomparison with classmates, learning strategies, languagelearning interest and motivation which in turn influenceanxiety. To sum up, all the variables in the model areconsidered to have direct or indirect influence on learners’anxiety and language learning achievement.Although variables as test types, gender differences,class arrangement, teacher characteristics, regionaldifferences, parental influence, language aptitude andlanguage environment are considered as remote sources ofanxiety and achievement, they still have direct influence oncomparison with classmates, learning strategies, languagelearning interest and motivation. In the model, the sequentialorder among these variables to influence learners’anxietyand achievement has been discovered. For example, thesequential order of influence of test types on achievementcould be identified through learning strategies to anxiety, orlearning environment to interest and motivation.At the same time, anxiety and achievement are found tohave bidirectional relationships. That is, in addition to anxietyinfluencing achievement, achievement also influences anxietylevels.As for the bidirectional relationship between anxiety,motivation and interest, it is also in consistent with someprevious studies (Hao, 2001; Yan & Horwitz, 2008). Students’anxiety is considered to have interaction with learning interestand motivation and in turn, they all influence languagelearning achievement. For those students who considerEnglish as an important course and want to find a well-paidjob by good English skills, they display their interest inlearning English and most of them have shown little anxiety inlearning. And for those who are lazy in daily learning, theyhave no goal in study, and most of them belong to the highanxiety group.    

4. Conclusion

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