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Emotion is an important factor that affects foreign language learning. This study conducted a questionnaire survey among 150 Chinese college students and an interview with 8 Chinese college students. Statistical analysis and thematic analysis were utilized to investigate students' self-efficacy and learning anxiety in English classroom, as well as the correlation between the two and their influence on learners' learning status. The results show that: 1) Chinese university students' English learning ability efficacy is significantly and negatively linearly related to English learning anxiety; 2) The four factors of learning anxiety including worry, nervousness, fear of speaking English, and fear of being asked questions in class can explain 70.5% of the changing reasons to the efficacy of English learning ability. The above findings are of great significance to how to construct an efficient foreign language classroom environment and promote learners' development from the perspective of humanistic learning theory.