Abstract
The present study employed both a quantitative and a qualitative study. It found that English listening anxiety affected most of the subjects in the test and that there was a significantly negative correlation between subjects’ English listening anxiety levels and their test performance. The interviews further confirmed that the environmental factors, self-perceived foreign language listening competence, fear of failing the listening course, and beliefs about language learning were reported as four major factors leading to English listening anxiety. This was a correlational study and it was likely that foreign language anxiety and language learning were mutually reinforcing; therefore, it will help students with their learning if the teachers help them foster a positive self-image and right beliefs about language learning.
Highlights
Anxiety is a complex psychological construct consisting of many variables
The interviews further confirmed that the environmental factors, self-perceived foreign language listening competence, fear of failing the listening course, and beliefs about language learning were reported as four major factors leading to English listening anxiety
Self-perceptions can be seen as a critical factor in language learning anxiety and it plays a key role in how students approach acquisition and use of a second language (Armeda & Karen, 1988)
Summary
Anxiety is a complex psychological construct consisting of many variables. It is difficult to collapse them all into a single concise definition. Horwitz et al (1986) proposed that foreign language anxiety be seen as a separate and distinct process particular to second language acquisition. Language teachers and educators contend that anxiety has a detrimental effect on language learning and performance (Young, 1992), but some research shows that this is not necessarily true (MacIntyre, 1991). Researchers distinguished between two types of anxiety: facilitating anxiety and debilitating anxiety. The former motivates the learner in a positive way and is best viewed as enthusiasm. The debilitating anxiety, including the unpleasant feelings such as uneasiness and dread, affects the learner’s performance negatively in the learning process
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