This study aims to explore the relationship between classroom anxiety and self-efficacy among Chinese Korean language learners and the impact of these variables on learning outcomes. Utilizing a quantitative research approach, the study conducted a questionnaire survey with 300 learners to assess their levels of Korean language learning classroom anxiety and self-efficacy. The questionnaire comprised two parts: one for assessing learning anxiety and the other for self-efficacy. Data were analyzed using descriptive statistical analysis, Pearson correlation coefficients, and multiple regression analysis. The results indicate a significant negative correlation between classroom anxiety and self-efficacy. That is, higher levels of classroom anxiety in Korean language learners correspond to lower levels of self-efficacy. Additionally, self-efficacy played a partial mediating role between classroom anxiety and learning outcomes. The study also found that teaching strategies offering positive feedback and encouragement can effectively reduce learners’ classroom anxiety and enhance their self-efficacy, thereby improving learning outcomes. This research is significant for understanding the psychological characteristics of Chinese Korean language learners and their impact on the learning process. The findings underscore the need to focus on learners’ psychological states in language teaching and provide strategies for teachers on how to improve teaching effectiveness by alleviating classroom anxiety and enhancing self-efficacy.

The purpose of the current study is to examine the mediating role of intercultural communicative competence on the relationship between teaching of English language and learning at Chinese higher vocational colleges. The convenience sampling technique was used to collect data from 668 teachers, teaching English language subjects in different public and private Chinese higher vocational colleges. Smart partial least squares-structural equation modeling on SmartPLS software version 4 was used to test the hypotheses. The result revealed the direct effect of English language teaching (ELT) is not significant on English language learning (ELL). However, the intercultural communicative competences (ICC) have been tested and proved to be a potential mediator between English language teaching and learning. Because the indirect effect of ELT on ELL is positive and significant through mediator ICC. Therefore, based on the findings of this study, it can be concluded that the inclusion of intercultural communication ability is a crucial component in the vocational education of college students. Policymakers should be cautious about promoting and expanding the availability of cultural teaching and learning across demographic conditions (e.g., linguistic and ethnic diversity, age, and gender) and various levels of language proficiency. In accordance with the effects of teacher education and professional development programs, the implementation of ICC content necessitates a harmonization of pedagogical approaches and assessment practices across designated levels in order to effectively achieve educational objectives. To promote ICC in English language education, there must be clear guidelines and communication to school leaders, educators, and administrators regarding the necessity and goals of cultural integration.