Language Anxiety and Coping Strategies of Non-English Majors in the Context of EMI Teaching

DOI: https://doi.org/10.62517/jhet.202515429

Author(s)

Zhiyi Zhu

Affiliation(s)

Guangdong Ocean University, Zhanjiang, Guangdong, China

Abstract

The widespread adoption of English-Medium Instruction (EMI) among non-English majors in higher education has brought increased attention to the issue of student language anxiety. Based on an empirical investigation, this study explores the specific manifestations of language anxiety in EMI classrooms, such as anxiety stemming from difficulties in listening comprehension and nervousness due to limited fluency in spoken English. Drawing on second language acquisition theory and informed by teaching practice, the paper proposes targeted coping strategies across five dimensions: curriculum design, instructional methods, teacher competence, learning support mechanisms, and assessment systems, aiming to provide practical guidance for alleviating language anxiety among non-English majors in EMI contexts.

Keywords

English-Medium Instruction (EMI); Non-English Majors; Language Anxiety; Second Language Acquisition; Coping Strategies

References

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