Research on the relationship between college students’ English learning anxiety and biomechanical factors

English learning has become essential for higher education for students throughout the world, particularly in non-English-speaking nations where fluency in the language is frequently linked to success in the classroom, employment prospects, and international communication. Learning English is an emotional as well as a cognitive endeavor for many students. Anxiety related to language acquisition, including exam anxiety, fear of rejection, and fear of communication, is a common issue that can significantly impact how well students achieve. The goal of this research is to examine the connection among biomechanical characteristics and the anxiety that college students have while learning English. Participating in this study were 326 college students in total. Participants will also complete a structured questionnaire survey on biomechanical factors, as well as supposed muscle tension, posture habits, and physical discomfort throughout English learning sessions. The Foreign Language Classroom Anxiety Scale (FLCAS) is a validated instrument that will be used to measure English learning anxiety levels. The data was analyzed by statistical methods, including Regression analysis and Pearson correlation were utilized to ascertain the association between the English learning anxiety score and biomechanical factors. To evaluate students’ anxiety and biomechanical reactions, an ANOVA will be used. The data was analyzed using SPSS v20 software. The result established the relationship between English learning anxiety and biomechanical factors is necessary for creating more supportive learning environments. Research demonstrates that the relationship between bodily reactions and anxiety, needs to address the mental and physical components of stress, and the significance of developing more effective methods of lowering anxiety, boosting student well-being, and raising academic achievement in English learning. This research suggests the relationship between college students’ English learning anxiety and biomechanical characteristics, adding to a more complete understanding of how physical and psychological aspects impact English language learning outcomes.