This research was carried out to investigate Chinese language learning anxiety of international students in Northeast Normal University, China. Specifically, the study looked into the differences in Chinese language learning anxiety between African and Asian (none-Chinese origin) international students according on their continent, gender and study program (MA and PhD). The study also investigated the relationship between Chinese language learning anxiety and the participantsâ€™ background traits. The study adapted the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz and Cope (1986). This instrument has 31 items in total. The participants of the study were 80 postgraduate international students from Africa and Asia. Descriptive statistics, independent sample t-test and Pearson Correlation test were used to analyze the data. The results obtained indicate that there is no statistically significant difference in the Chinese language learning anxiety based on the continent and gender of the participants, but there is a significant difference between MA and PhD students. Correlation test revealed no significant relationship between Chinese language learning anxiety and the number of Chinese friends one has. Similarly there is no relationship between Chinese language learning anxiety and the number of semesters of learning Chinese and the length of time lived in China.
Keywords: International students; Chinese language; Anxiety; African students; Asian students