This study employed a questionnaire to investigate the level, sources, and coping strategies of English learning anxiety among non-English major undergraduates in a Chinese local normal university under blended learning mode. The study revealed that non-English major undergraduates in a Chinese local normal university generally experienced a moderate level of English learning anxiety, among which the level of exam anxiety is the highest, followed by communication anxiety and blended learning anxiety and negative evaluation anxiety, indicating that blended learning mode does not significantly alleviate English learning anxiety of students with poor learning foundations. The study also found that there were no significant differences in learning anxiety among genders, grades, families, and majors, but in terms of specific mean value levels, female students were slightly higher than male students, freshmen slightly higher than sophomores, urban students slightly higher than rural students, and humanities students slightly higher than students in natural sciences, arts, and sports. Additionally, the study further confirmed that among students at local normal universities in China, personality trait indeed influenced English learning anxiety, but only with a medium effect size, and academic performance has a negative correlation with learning anxiety, but correlation coefficient is relatively weak. Finally, based on the analysis of the questionnaire, English learning anxiety of Chinese local normal university students under blended learning was found rooted in learning foundations, exam pressure, personality traits, and academic performance, pointing out the alleviating strategies for both teachers and students under blended learning mode.