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ral Level of English Learning Anxiety ........17
4.1.1 Statistics of English Learning Anxiety........17
4.1.2 Item Analysis on QELASAC ........18
4.1.3 Gender and English Learning Anxiety........20
4.2 Characteristics of the Application of Learning Strategies........21
4.2.1 Statistics of Learning Strategies........21
4.2.2 Gender and Learning Strategies ........23
4.3 Relationship Between English Learning Anxiety........24
4.4 Interviews ........29
Chapter Five Conclusion ........31
5.1 Major Findings of the Study........31
5.2 Implication........32
5.3 Limitations........33

Chapter Four Results and Discussion

4.1 General Level of English Learning Anxiety
After all the data being typed in SPSS, in order to discover the characteristics ofEnglish learning anxiety of the students, the author did a descriptive analysis of Englishlearning anxiety. Table 1 shows the final results.Theoretically, the scores of QELASAC range from 33 to 165. Based on the data oftable 1, it can be easily draw that the minimum scores of QELASAC in this study is 45,the maximum is 126, and the mean is 86.8671. In other words, the subject who gets thelowest score has a low anxiety level, while the one who gets the highest score has a highanxiety level. The score of range (81) shows that the subjects were interfered stronglydifferent anxiety. In consideration of developing further analyzing, the author divided the subjectsinto three groups on the basis of their scores of QELASAC. 25% and 75% wereconsidered as the cut-off points.Table 4.2 supplies much more direct information on English learning anxiety of thesubjects in this study. More than a quarter of the subjects suffer greater level of anxietythan others when they learn English. Half of the subjects experienced moderate anxiety.24.3 percent of the subjects fall into the low anxiety group. The subjects in this groupsuffer less anxiety and would feel comfortable when they contact with the Englishlearning.

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Conclusion

The majority of Chinese undergraduates have experienced English learning anxietyaccording to the previous studies done by numerous researchers such as Wen Qiufangand Wang Lifei, etc.In this paper, the author utilizes two questionnaires, QELASAC and QLSSAC, tosearch the relationship between English learning anxiety and language learningstrategies. A series of statistic analysis are displayed and analyzed with the help of SPSS(Statistical Package for Social Science) 13.0. The major findings of the study are recitedas following:The mean of total scores that the subjects achieve in QELASAC is 86.8671; ittestifies that students indeed have experienced English learning anxiety in the SACwhen they get in touch with English learning. English learning anxiety producesespecially due to their fear for the unprepared oral task in class. Data analysis alsoshows that they have a low self-confidence and always think they are less competitivethan others. Male students suffer more anxious than female students.
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Reference (omitted)

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