A Knowledge Mapping Analysis of the Research Progress on English Learning Anxiety in China Based on CiteSpace

文章运用CiteSpace工具对2013~2023年中国知网数据库中英语学习焦虑文献进行可视化分析。结果显示，该领域发文量呈“高峰–波动–回升”态势，2013~2014年达峰值后逐年下降，2023年小幅回升。高频关键词“英语学习”“学习焦虑”“英语成绩”构成核心研究脉络，“初中生”和“高中生”为主要研究对象，突现词分析表明这两个群体的焦虑问题将持续受关注。通过关键词聚类分析，研究聚焦于英语学习焦虑的多维影响因素、英语学习焦虑对学业成绩的作用机制，以及教学创新与教学改革三大主题。时间线图谱显示，“英语成绩”近年成为研究核心，其与焦虑的关联及群体差异持续受关注。未来研究可拓展至成人、少数民族等特殊群体，结合心理干预与智能教育技术探索多元化缓解策略。This study employs the CiteSpace tool to conduct a visual analysis of literature on English learning anxiety in the CNKI database from 2013 to 2023. The results reveal a “peak-fluctuation-rebound” trend in publication volume, with a peak in 2013~2014 followed by a gradual decline and a slight recovery in 2023. High-frequency keywords such as “English learning”, “learning anxiety”, and “English achievement” form the core research framework, with “junior high school students” and “senior high school students” as the primary research subjects. Burst term analysis indicates sustained attention to anxiety issues in these two groups. Keyword clustering analysis highlights three major themes: multidimensional influencing factors of English learning anxiety, mechanisms of anxiety impacting academic performance, and teaching innovation and reform. The timeline map shows that “English achievement” has become a research focus in recent years, with its association with anxiety and group differences remaining critical concerns. Future research may expand to special groups such as adults and ethnic minorities, exploring diversified mitigation strategies combining psychological interventions and intelligent educational technologies.