Listening anxiety is believed to affect English learning behavior and outcomes of non-English majors. This paper reports an empirical study of applying human-machine collaboration in the teaching of college English listening. A framework of human-machine collaboration in classroom teaching is provided, and the questionnaire and SPSS software are adopted to analyze the data. The analysis results show that human-machine collaboration teaching is effective and efficient to alleviate non-English majors’ listening anxiety from the dimensions of lack of listening skills, listening result worry, and listening process fear. Low achievers worry too much over the listening results, and the difference in test scores mainly results from lack of listening skills.