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/> 4.2 The Change of Students’ English Proficiency……………44
4.2.1 Students’ English Proficiency in Pre-test…….44
4.2.2 Students’ English Proficiency in Post-test……45
4.2.3 Comparison between Pre-test and Post-test……47
4.2.4 Discussion of Students’ English Proficiency........49
4.3 The Correlation between FLCA and English Proficiency………50
Chapter Five Conclusion……….54
5.1 Major Findings…………54
5.2 Pedagogical Implications………..56
5.3 Limitations of the Study………59
5.4 Suggestions for Further Research…..60

Chapter Four Results and Discussion

4.1 The Change of Students’ English Classroom Anxiety Level
This part mainly analyzes the change in the students’ classroom anxiety level,and the analysis is done in three stages. First, analysis on students’ classroom anxietylevel in pre-test of the experimental group and the control group is done throughindependent samples T-test and comparison of students’ classroom anxiety levelbetween the two groups is made. Second, analysis on students’ classroom anxietylevel in post-test of the experimental group and the control group is done to see ifthere is significant difference between the two. Last, comparisons between the pre-testand post-test classroom anxiety levels of the two groups are made respectivelythrough paired samples T-test and the changes are discussed.

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Conclusion

Through this study on English classroom anxiety in a higher vocationalcollege, we have a comprehensive understanding of the English classroom anxiety inthe higher vocational college. Data collected in the pre-experiment investigation showthat the average anxiety indexes of the experimental group and the control group are102.2973 and 101.4595 respectively, indicating that English classroom anxietyprevails among the higher vocational college students at present.Multimedia-assisted situational teaching can ease the higher vocational collegestudents’ anxiety in English class. In this study, the experimental group had its meanvalue of English classroom anxiety index dropping by 8.4 to 93.9487 after receiving10 weeks of multimedia-assisted situational teaching, showing that the students’anxiety in this group has obviously lowered. In contrast, the control group where thetraditional teaching mode was applied had its mean value of English classroomanxiety index slightly dropping to 100.3784, with the anxiety situation improved notas significantly as that in the experimental group. The two groups had their anxietyindexes basically at the same level before the experiment and were taught by the sameteacher, with the same teaching materials and with the same time during theexperiment. The only difference between them is the teaching mode:
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Reference (omitted)

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