Foreign　language　classroom　anxiety　(FLCA)　is　a　very　critical　affective　factor　for　learners＇　language　learning　and　development.　The　present　study　was　designed　to　explore　the　features　of　Chinese　university　students＇　FLCA　and　to　investigate　the　possible　influencing　factors　on　the　fluctuations　of　Chinese　university　students＇　FLCA.　Two　female　and　two　male　Chinese　university　students　were　selected　as　the　participants　and　their　in-class　performances　were　recorded.　Data　collection　instrument　included　the　classroom　observation,　the　self-rated　evaluation　of　FLCA,　and　the　stimulated　recall　interview.　To　capture　the　micro-changes　of　the　Chinese　learners＇　FLCA　per　second,　an　idiodynamic　approach　was　adopted　to　carry　out　the　exploratory　analysis　for　the　learners＇　experiences　of　FLCA　over　the　language　instruction.　Zooming　in　on　the　microdynamic　variation　of　the　participants＇　FLCA,　the　final　results　indicated　that　Chinese　university　students＇　FLCA,　both　within　individuals　and　across　individuals,　is　characterized　of　a　dynamic　system＇s　features.　Furthermore,　a　series　of　contributing　factors　were　identified　to　trigger　the　participants＇　FLCA,　with　the　classroom　activity　types　and　the　teacher＇s　feedback　being　the　key　external　factors　and　the　gender　difference　and　self-efficacy　being　the　major　internal　factors.　The　idiodynamic　method　shed　new　light　on　exploring　the　FLCA　from　an　emic　and　dynamic　perspective　and　some　pedagogical　implications　were　also　put　forward　as　well.