1 Introduction

Foreign language anxiety has a significant impact on learning outcomes, and live streaming classroom environments bring new challenges to students, such as spatial isolation, synchronous learning pressure, and network issues. About 70% of college students feel anxious during live classes, and teachers find it difficult to intervene in a timely manner. Students need to rely on self-regulation strategies. The research aims to explore the current situation of foreign language learning anxiety and self-regulation among college students in live streaming classrooms, providing guidance for alleviating anxiety and optimizing live streaming teaching.

2 Literature Review

Reviewing the research history of foreign language learning anxiety, it is pointed out that early studies focused on traditional classroom environments, while anxiety research in online environments was relatively scarce. Introduced measurement tools for online foreign language anxiety, such as FLCAS, and pointed out that online learners have significant levels of anxiety, which may be due to factors such as lack of feedback and high cognitive load. Xiong Suchun divided anxiety in online foreign language learning into five dimensions, but these dimensions lack empirical support. Emotional self-regulation is defined as an individual's monitoring and adjustment process of emotions. Researchers have discovered various strategies to reduce classroom language anxiety through interviews and questionnaires. Domestic scholars mainly use quantitative methods to analyze the types of self-regulation strategies. Different studies have drawn inconsistent conclusions regarding the relationship between anxiety levels and strategy use. The online live streaming environment has put forward higher requirements for students' emotional self-regulation ability, and further research is needed on anxiety types, strategy types, and their relationships in the live streaming environment.

3 Research Design

This chapter elaborates on the research design, including research questions, subjects, research tools, and data collection and processing. The research focuses on the types and degrees of foreign language learning anxiety among college students in live streaming classroom environments, the types and frequency of self-regulation strategies used, and the relationship between the two. The participants are 682 college foreign language learners from over ten universities in Shandong, aged between 17 and 25 years old. The research tools include the Live Classroom Foreign Language Learning Anxiety Scale and the Anxiety Self Regulation Strategy Scale, which are scored using the Likert Five Scale. The development of the scale has been adjusted through expert consultation and pre survey, ensuring the rationality and accuracy of the scale. The data was collected through Wenjuanxing in June 2020, and 682 valid questionnaires were obtained. The reliability test was conducted using SPSS 21.0, and the results showed that the scale had good reliability.

4 Results and Discussion

The study on foreign language learning anxiety and self-regulation strategies of college students in live streaming classroom environment reveals five factors of foreign language learning anxiety in live streaming classrooms: live streaming classroom foreign language anxiety, live streaming foreign language homework anxiety, live streaming network anxiety, live streaming learning situation lack anxiety, and live streaming feature anxiety. These anxiety types are partially the same as those in previous studies, but there are also anxiety types unique to live streaming environments. Research has found that the average level of foreign language learning anxiety in live streaming classrooms is at a moderate level, with the highest average level of anxiety in live streaming learning situations, approaching a high level.

5 Conclusion

This study surveyed 682 foreign language learners through a questionnaire, revealing the characteristics of learners' anxiety and self-regulation strategies in live classroom environments. Research has found that learners have moderate levels of anxiety and self-regulation strategies, and there are anxiety types unique to live streaming environments. Learners mainly use cognitive and affective strategies, problem-solving strategies, and avoidance strategies for self-regulation, and there is a low positive correlation between anxiety levels and moderation strategies. There are differences in the use of self-regulation strategies among learners with different levels of anxiety, especially among those with high levels of anxiety who use cognitive and affective strategies and avoidance strategies more frequently. The research results have implications for live streaming foreign language teaching and learner anxiety management, but due to the impact of the epidemic, it is recommended to further verify them at other times. Future research needs to combine qualitative methods and conduct long-term in-depth studies to reveal the complex and diverse relationship between anxiety and self-regulation strategies.