Identifying Key Linguistic and Affective Barriers to English Language Proficiency among Chinese Undergraduates English Classroom

Abstract

Despite extensive English education, many Chinese undergraduates struggle to achieve advanced proficiency. This study examines the intertwined linguistic and affective barriers in tertiary English classrooms, guided by Second Language Acquisition theory and the Affective Filter Hypothesis. Using a sequential explanatory mixed-methods design, the research surveyed 171 undergraduates and conducted follow-up interviews and classroom observations. Results identify productive skills—speaking and academic writing—as the primary linguistic challenges, characterized by fossilized errors and L1 interference. These are compounded by significant affective barriers, including pervasive Foreign Language Classroom Anxiety (particularly fear of negative evaluation) and predominantly instrumental motivation focused on exam success. Teacher-centered pedagogy further limits authentic practice, creating a cyclical barrier to proficiency development. The study concludes that the proficiency plateau is a socio-affective phenomenon rooted in traditional teaching and assessment systems. It recommends pedagogical shifts toward task-based, student-centered approaches to lower the affective filter and enhance communicative competence.