中国矿业大学主页平台系统 Yuanzhe--Home-- A qualitative study of question-posing anxiety in Chinese postgraduates in UK TESOL programs

DOI number:
10.1038/s41598-025-31915-0
Journal:
Scientific Reports
Key Words:
Foreign language anxiety (FLA) Question-posing anxiety Chinese EFL learners TESOL classroom dynamics Affective filter hypothesis
Abstract:
In English-medium postgraduate classrooms, particularly within MSc/MA TESOL programs in the UK, many Chinese students hesitate to pose questions despite possessing advanced English proficiency. This qualitative study aims to address three critical gaps in the literature: (1) the underexploration of postgraduate learners' affective experiences in immersive English-speaking contexts, (2) the neglect of routine classroom interactions such as question-posing compared to formal speaking tasks, and (3) the limited understanding of how cultural and educational traditions shape anxiety in graduate-level TESOL programs. Drawing on semi-structured interviews with five Chinese postgraduates, the research investigates the psychological, cultural, and contextual dimensions of question-posing anxiety. Findings highlight key contributing factors—including linguistic insecurity, fear of negative evaluation, perceived inadequacy of questions, cross-cultural classroom norms, and the legacy of prior educational socialization—manifesting in both cognitive and physiological symptoms. Students also reported employing adaptive strategies such as self-talk, peer rehearsal, and deliberate body.
Translation or Not:
no
Date of Publication:
2025-12-24
Included Journals:
SCI、EI

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