<p>Foreign language anxiety is one of the most critical factors affecting individual second language learning. Based on <i>Control-Value Theory</i>, this study explores the relationship between foreign language self-efficacy and foreign language anxiety through two studies and develops targeted intervention programs. Study 1 used latent profile analysis to divide college students’ foreign language self-efficacy into three groups (high, medium, and low). The results showed that students in the middle and high foreign language self-efficacy groups had lower levels of foreign language anxiety than those in the low group. Study 2 involved an intervention to improve college students’ foreign language self-efficacy with metacognitive strategies as the core of a treatment–control design. The results showed that the foreign language self-efficacy of the experimental group was significantly higher than before the intervention, and the level of foreign language anxiety had also decreased significantly. However, there was no significant change in the control group before and after the intervention. The findings suggest a relationship between foreign language self-efficacy and foreign language anxiety. Educational suggestions for improving students’ second language proficiency are provided, focusing on metacognitive strategies and foreign language self-efficacy.</p>