[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595101-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-595101-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","a-study-of-college-students-foreign-language-anxiety-in-english-learning-based-on-the-teaching-model-of-sheltered-instruction-observation-protocol-research-study","A Study of College Students’ Foreign Language Anxiety in English Learning Based on the Teaching Model of Sheltered Instruction Observation Protocol - Research Study","","Foreign language anxiety in English learning remains a central issue in English teaching research, especially for English majors whose motivation and confidence can be undermined by long-term, rigid classroom practices. This study examines whether the American Sheltered Instruction Observation Protocol (SIOP) teaching model can reduce learners’ foreign language learning anxiety and strengthen classroom participation. An experiment with 60 business-English freshmen indicates that SIOP alleviates anxiety and improves engagement, supporting its broader use in business-English teaching.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/a-study-of-college-students-foreign-language-anxiety-in-english-learning-based-on-the-teaching-model-of-sheltered-instruction-observation-protocol-research-study/595101/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/a-study-of-college-students-foreign-language-anxiety-in-english-learning-based-on-the-teaching-model-of-sheltered-instruction-observation-protocol-research-study/595101.png","ImageObject",300,407,{"name":42,"@type":43},"Bulrr","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why is foreign language anxiety a concern in business English learning?","Question",{"text":63,"@type":64},"Business English students must master both core English language skills and relevant business and trade knowledge. When classroom teaching is overly teacher-dominated and monotonous, students’ enthusiasm drops and confidence in foreign language learning weakens, leading to foreign language learning anxiety.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What theoretical foundations support the SIOP teaching model in this study?",{"text":68,"@type":64},"The study links SIOP to Krashen’s input hypothesis, Swain’s output hypothesis, and Cummins’ Common Underlying Proficiency (CUP) hypothesis. It emphasizes transfer of cognitive abilities and the role of comprehensible, interesting input in learning outcomes.",{"name":70,"@type":61,"acceptedAnswer":71},"How does SIOP aim to reduce anxiety and improve participation?",{"text":72,"@type":64},"SIOP uses sheltered teaching strategies such as cooperative learning, group learning, and peer guidance to create a non-threatening classroom participation environment. This encourages students to participate more confidently, especially with peer support across language proficiency and cultural backgrounds.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},595101,1792193148,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","A Study of College Students’ Foreign Language Anxiety in English Learning Based on the Teaching Model of Sheltered Instruction Observation Protocol  \nChenhua Wei  \nGuangxi University of Foreign Languages, Nanning 530222, Guangxi, China  \n\n| Abstract. Foreign language anxiety in English learning has always been a major focus of English teaching research. How to relieve English majors’ foreign language anxiety and improve their classroom participation becomes an imperative issue for English teachers. Based on the American teaching model of Sheltered Teaching and Observation Protocol (SIOP), this study explores whether the SIOP teaching model can help relieve English learning anxiety. The experiment on 60 freshmen majoring in business English shows that the SIOP model can relieve students’foreign language learning anxiety and improve their classroom participation. The SIOP teaching model is worth popularizing in business English teaching.\u003Cbr>Best Evidence in Chinese Education 2022; 10(1):1303-1313.\u003Cbr>Doi: 10.15354/bece.22.or010. |\n| --- |\n| How to Cite: Wei, C. (2022). A study of college students’foreign language anxiety in English learning based on the teaching model of sheltered instruction observation protocol. Best Evidence in Chinese Education, 10(1):1303-1313. |\n\nKeywords: SIOP Teaching Model, Foreign Language Anxiety, College Students, English Learning, Business English  \nCorrespondence to: Chenhua Wei, Guangxi University of Foreign Languages, A-19 Wuhe Avenue, Nanning  \n530222, Guangxi, China. E-mail: [649008927@qq.com](649008927@qq.com)  \n© 2022 Insights Publisher. All rights reserved.  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License  \n([http://www.creativecommons.org/licenses/by-nc/4.0/](http://www.creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed by the Insights Publisher.  \nIntroduction  \nIN recent years, many language colleges and universities have set up business Eng  \nlish major and business English teaching and research has been paid increasing at  \ntention. The study of business English is different from that of other English majors,  \nbecause business English students need to master not only the Basic English language but also the relevant professional knowledge of business and trade, as well as the business culture of different countries. Business English majors who study in local application-oriented universities are educated with more explicit objectives. The importance of students’ practical abilities and English language competence as well as their business knowledge is emphasized so that students can serve the local economic and social development after graduation. However, at present, the teaching mode of business English is relatively simplified. Teachers are the dominators in the classroom while students’ role as the pro-active learners has not been highlighted, which is disadvantageous for students’ active learning and the internalization of subject knowledge. As a result, students are prone to lack of enthusiasm in English learning because of the long-term monotonous and rigid teaching mode, which compromises their participation in the classroom and confidence in foreign language learning. As English is not their mother tongue, once they lose interest in it which they have to learn, they will unconsciously gain foreign language learning anxiety. This is an important issue that foreign language teachers should not dodge. Anxiety is a common phenomenon in foreign language learning in China, and is one of the key psychological variables in language learning (Wang & Wan, 2001) .  \nThe American Sheltered Instruction Observation Protocol (SIOP) teaching model is based on the input hypothesis of Krashen’s language acquisition theory, Swain’s output hypothesis and Cummins’ Co","cbCaivdibU97rq7P","https://ap.wps.com/l/cbCaivdibU97rq7P","pdf",315519,11,"English","# Introduction\n## SIOP teaching model and theoretical basis\n## SIOP strategies and classroom environment\n## Research focus and objectives","[{\"question\":\"Why is foreign language anxiety a concern in business English learning?\",\"answer\":\"Business English students must master both core English language skills and relevant business and trade knowledge. When classroom teaching is overly teacher-dominated and monotonous, students’ enthusiasm drops and confidence in foreign language learning weakens, leading to foreign language learning anxiety.\"},{\"question\":\"What theoretical foundations support the SIOP teaching model in this study?\",\"answer\":\"The study links SIOP to Krashen’s input hypothesis, Swain’s output hypothesis, and Cummins’ Common Underlying Proficiency (CUP) hypothesis. It emphasizes transfer of cognitive abilities and the role of comprehensible, interesting input in learning outcomes.\"},{\"question\":\"How does SIOP aim to reduce anxiety and improve participation?\",\"answer\":\"SIOP uses sheltered teaching strategies such as cooperative learning, group learning, and peer guidance to create a non-threatening classroom participation environment. This encourages students to participate more confidently, especially with peer support across language proficiency and cultural backgrounds.\"}]","A Study of College Students’ Foreign Language Anxiety in English Learning Based on the Teaching Model of Sheltered Instruction Observation Protocol - Research Study | PDF",1792080442,28]