The Effect of Language Learning Anxiety on Academic Performance—Cognitive Learning Strategies as Moderating Variables

While the negative effects of language learning anxiety (LLA) on both language learning exercises and the cognitive learning strategies (CLS) associated with language learning have been thoroughly investigated, the effects of LLA on CLS and whether CLS, as a moderating variable, regulates the correlation between LLA and academic performance are yet to be scrutinized. In view of this situation, this study delves into the correlation between LLA and CLS, as well as the moderating effect of CLS on the relationship between LLA and ACH. Quantitative research methods and a questionnaire were employed for an investigation involving 736 university-level participants majoring in foreign languages. The participants were randomly selected from University A of China. According to the findings, language confidence (LC) and academic anxiety (AA) registered a significant negative reading towards CLS, while communication apprehension (CA) and classroom anxiety (CN) registered a non-significant negative reading towards CLS. The findings also indicate that CLS has a significant moderating effect on the correlation between LLA and academic achievement (ACH). Generally, the findings derived through this study serve to identify the negative effects of LLA on CLS. These findings provide university lecturers, as well as instructional policymakers, with a reference for future curriculum preparation.