Language Anxiety in Online Learning Settings Among Chinese Graduate Students

This study examined English-language anxiety and online English-learning engagement among Chinese graduate students enrolled in master’s and doctoral programs at universities in Beijing during the Second Semester of AY 2025–2026. Using a descriptive–correlational quantitative design, data were collected via a validated online questionnaire that measured four anxiety dimensions (communication apprehension, test and evaluation anxiety, fear of negative evaluation, and technology/environment anxiety) and four engagement dimensions (behavioral, emotional, cognitive, and social). Frequency and percentage described respondent profile; means and standard deviations summarized anxiety and engagement levels; t-tests/ANOVA tested group differences; and Pearson correlation examined associations between variables at α = .05. Results showed high anxiety across dimensions, with strong concerns about evaluated performance and being judged in visible online spaces. Despite this, students reported high engagement, indicating sustained participation and investment in online English-mediated learning. Most demographic variables did not significantly differentiate anxiety and engagement; however, fear of negative evaluation differed by graduate program and by prior online learning experience, and communication apprehension differed by years of English study. Engagement differences were most evident by prior online learning experience, where emotional and social engagement varied significantly. Correlation analysis indicated statistically significant but generally weak relationships between anxiety and engagement, suggesting that engagement is influenced by multiple factors beyond anxiety alone. Based on these findings, a targeted online support program is proposed emphasizing anxiety-sensitive speaking scaffolds, assessment transparency, safe feedback practices, technology readiness support, and structured peer interaction to strengthen emotional and social engagement, especially for learners with limited online experience.