Abstract
The factors influencing FLA are found to be different across various cultural and language learning contexts. Therefore, this study was conducted with 553 Chinese non-English major undergraduates from four levels of universities that provide different language learning contexts in China. Participants’ FLA were measured by a modified version of the Foreign Language Classroom Scale (FLCAS). Statistical analyses revealed that participants generally experienced a moderate level of FLA. The second-year students tended to be more anxious in English learning than the first-year from the overall perspective and in terms of communication apprehension. Students from the provincial top university experienced lower level of FLA from tests than those from the vocational university. And in terms of gender and major, no differences were found in FLA from any dimension. The results have shown some light on the overall situation of Chinese foreign language learners’ FLA situation.