Relational Triggers of Foreign Language Anxiety in Low-Proficiency International Learners of Chinese: Teacher Behavior as a Central Barrier in a Chinese University Context

This study investigates the causes of language learning difficulties among beginner-level international students studying Chinese at a university in China, with a specific focus on the role of classroom interactions. The purpose of the research was to move beyond traditional explanations of language anxiety, such as lack of prior exposure or personal motivation, and examine how teacher behavior contributes to student distress. Survey data were collected from 51 international students and 15 Chinese language instructors. The findings reveal that teacher-mediated social comparisconsenton, perceived favoritism toward proficient learners, and public criticism are primary sources of anxiety for struggling students. These behaviors were found to negatively affect learner motivation, reduce classroom participation, and diminish self-confidence. The results indicate that for students with limited Chinese proficiency, the quality of the teacher-student relationship functions as a central determinant of their emotional experience in the classroom. The study concludes that addressing teacher-induced anxiety requires targeted interventions, including professional development programs focused on equitable teaching practices, differentiated instruction strategies, and institutional policies that ensure support for vulnerable learners. Recommendations for creating more inclusive and low-anxiety learning environments are discussed.