Navigating the nexus of social appearance anxiety, learning autonomy, and collaborative dynamics in L2 acquisition: insights from Chinese university L2 learners

Limitations include a cross-sectional approach, limited sampling size (N = 301), limited L2 assessment (CET-6). Prompting recommendations for broader demographic inclusion and refined measurements such as peer review for L2 oral capability etc. The findings stress the need for educational frameworks embracing both formal and informal learning contexts, underscoring autonomy's pivotal role. This research provides actionable insights for stakeholders to create supportive environments, addressing psychological barriers and emphasizing interactive learning. Ultimately, it contributes to the theoretical advancement and practical improvement of L2 education.