Relationship Integration and Intervention Prospect of Oral Foreign Language Anxiety, Classroom Participation and Academic Achievement from the Perspective of Emotion Behavior Result Chain

Concord University College, Fujian Normal University, 350117 Fuzhou, China

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Abstract

As a key emotional barrier in foreign language learning, the impact of oral foreign language anxiety on classroom participation and academic performance has been widely concerned, but the existing studies are mostly limited to the analysis of pairwise variables, lack systematic integration of the “emotion behavior result” chain mechanism, and ignore the regulatory role of self-conscious emotion. Based on the theoretical background of emotional psychology and educational psychology, this paper focuses on the mediating path of foreign language oral anxiety affecting academic performance through classroom participation, constructs a chain effect model, and discusses its significance of teaching intervention. Research shows that oral anxiety indirectly reduces academic performance by inhibiting learners’ behavior and cognitive participation, which is regulated by shame tendency, teaching situation and individual psychological characteristics, and AI technology provides a new path for emotional intervention. Based on this, this paper suggests that in the future, it should strengthen longitudinal tracking and cross-cultural comparative research, promote the standardized application and empirical test of AI intervention technology, and make up for the limitations of the current research on samples, methods and mechanisms.