Sex differences in Chinese language learning anxiety and coping responses among Thai university students: A network analysis approach.

This study aims to explore sex differences in Chinese language learning anxiety (CLLA) and coping responses among Thai university students, addressing critical gaps in the literature: inconsistent findings on sex differences in foreign language anxiety (FLA) and limited research on CLLA among Thai learners. Using the Chinese Learning Anxiety Scale (CLLAS) and Chinese Learning Anxiety Coping Response Scale (CLLACRS), data were collected from 446 Chinese-majoring undergraduates at Thai universities via an online questionnaire and analyzed via empirical research and network analysis techniques using R software. Results revealed significant sex differences: females had lower confidence in Chinese language learning but higher fear of negative evaluation, whereas males were more inclined to use Zen-like and negative coping responses. Network analysis confirmed that classroom oral anxiety was the core symptom affecting other anxiety factors. These findings provide targeted interventions for Chinese language teaching (e.g., supportive classroom environments, gender-specific coping strategy training) and advance our understanding of sex differences in language learning anxiety. The study offers insights to improve Chinese-as-a-second-language instruction for international students by reducing anxiety and enhancing learning outcomes.