Study on Non-English College Students’ English Speaking Anxiety and Oral Performance from Emotion Regulation Perspective

From the perspective of helping students to alleviate English speaking anxiety, this study proposes emotion regulation as an instructional approach to intervene in the English speaking anxiety of 28 non-English college students, investigates whether emotion regulation instruction can alleviate students’ English speaking anxiety and thus has an impact on oral performance, and examines the relationship between English speaking anxiety and oral performance. The results found that there was a significantly negative correlation between English speaking anxiety and oral performance. Emotion regulation instruction can alleviate students’ English speaking anxiety and thus improve their oral performance.