Keywords
Abstract
This study aims to reveal the impact of intercultural communication strategies on English-speaking anxiety among Chinese college students. The relevant data were collected through a quantitative research design, with a structured questionnaire presented to 120 students. According to an analysis conducted using ANOVA and correlation methods, these intercultural interventions (i.e. role playing and online exchanges) can significantly reduce the level of language anxiety while enhance the confidence and willingness of students in terms of communication. Besides, ANOVA results indicate statistically significant difference between the control and experimental groups (p = 0.003), along with a strong negative correlation between anxiety and confidence. This is consistent with the viewpoint in literature that structured intercultural interactions improve the outcome of language learning. It is concluded in this study that the intercultural interventions incorporated into English language programs can reduce anxiety and promote the development of communicative competence. Future research should focus on extending this to the long-term influence on people from various linguistic and cultural backgrounds.
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