Exploring the Relationship between Language Learning Strategy Usage and Anxiety among Chinese University Students

Previous research in term of traditional classroom has indicated that the effectiveness of English learning depends significantly on the strategy usage and different anxiety-provoking situations during communication. Meanwhile, researches in terms of technology-enhanced environment showed that the technology itself also can be a source of anxiety. This paper aims to understand the correlation between LLS usage and two types of anxiety - communication and technology. We adopted the FLASC and SILL questionnaires in order to collect the data from 187 Chinese University Students. The results showed that learners more often used direct LLS than the indirect ones; the most popular are compensation strategies and the least -affective. In addition, findings indicated that there was no significant difference between technology anxiety and the LLS usage. However, the communication anxiety influenced significantly the choice of LLS, especially social, cognitive, affective and memory strategies.