A Study on the Impact of PAD Class Model on Junior Middle School Students’ English Learning Anxiety

Abstract

Foreign language learning anxiety is considered one of the emotional factors that hinders foreign language learning and affects English teaching effectiveness. Currently, junior middle school English teachers in China pay little attention to the impact of learning anxiety on teaching, and there are few studies on English learning anxiety among Chinese junior middle school students. Furthermore, no research has been found regarding the influence of the PAD Class model on English learning anxiety of junior middle school students. Therefore, this study takes 49 first-year junior middle school students from China as the research subjects, intends to investigate the current situation of junior middle school students’ English learning anxiety and verify the impact of PAD Class model on their English learning anxiety level. Using research methods of questionnaire, semi-structured interview, as well as statistical analysis, it is found that: (1) junior middle school students’ English learning anxiety is at a medium-low level, with their anxiety primarily stemming from communicating in English, self-development requirements, and parental expectations; (2) PAD Class model significantly reduces the English learning anxiety among junior middle school students, especially the test anxiety and communicative apprehension. Finally, some suggestions are provided for the future application of PAD Class model to English teaching and further research.