160. Constructing a psychological support system in sino-foreign cooperative language education: focusing on anxiety prevention and stress relief

Abstract Background With the acceleration of higher education internationalization, Sino-foreign cooperative education programs have increased. In this context, students may face psychological challenges such as language anxiety and cultural adaptation stress. Previous studies indicate that foreign language classroom anxiety significantly reduces learning motivation and affects language acquisition, with 35%-45% of learners experiencing moderate or higher anxiety. Existing cooperative programs primarily focus on curriculum design and teaching quality, with limited attention to student mental health and no comprehensive psychological support system. This study aims to develop a systematic psychological support framework for Sino-foreign cooperative education, employing multidimensional interventions to prevent language learning anxiety and relieve stress, thereby enhancing international education quality. Methods A quasi-experimental design was adopted with 480 undergraduates enrolled in a Sino-foreign cooperative program during the 2022-2023 academic year, divided equally into an intervention group (n = 240) and a control group (n = 240). Both groups underwent preventive psychological screening at baseline, assessed with the Foreign Language Classroom Anxiety Scale (FLCAS), Perceived Stress Scale-10 (PSS-10), and Academic Burnout Scale. Over 12 months, the intervention group received comprehensive psychological support including: (1) Tiered intervention: Students were classified into low, medium, and high-risk groups based on baseline results, receiving corresponding intensity of support. (2) Multimodal interventions: Biweekly group counseling, weekly language learning strategy workshops, bilingual psychological counseling, and support group activities were provided. (3) Environmental optimization: Teachers were trained to identify student psychological difficulties, and regular teacher-student communication was encouraged to foster a supportive classroom climate. (4) The control group received routine instruction only. Follow-up assessments were conducted at 3, 6, 9, and 12 months, measuring FLCAS, PSS-10, academic performance, language test scores, and psychological resilience. Results At baseline, no significant differences were found between groups (p>.05). After 12 months, the intervention group’s FLCAS mean score decreased from 87.6 to 62.8, a 28.3% reduction (p