An Exploration of the Role of Metacognitive Awareness and Listening Anxiety in EFL Learners’ Listening Comprehension

Abstract

ABSTRACT Listening comprehension results are affected by various individual difference factors. This study aimed to examine the relationship between metacognitive awareness, listening anxiety, and EFL listening comprehension. To this end, data from the Metacognitive Awareness Listening Questionnaire (MALQ), Foreign Language Listening Anxiety Scale (FLLAS), and an English listening test were collected from 88 EFL learners at a university in China. The results showed that participants had a moderate level of metacognitive awareness and listening anxiety. Pearson correlation tests revealed that listening performance was positively associated with metacognitive awareness (r = .31) and negatively associated with listening anxiety (r = -.27). There was a strong negative correlation between learners’ metacognitive awareness and anxiety in listening (r = -.51). Regression analyses found both metacognitive awareness and listening anxiety were significant predictors of EFL listening comprehension, explaining 10% and 7% of the variance in listening performance, respectively. The study also revealed a significant difference in learners’ metacognitive awareness and anxiety between low and high listening proficiency group. Low-proficient listeners had much higher levels of listening anxiety but lower metacognitive awareness than that of high-proficient listeners. Pedagogical suggestions were provided based on the major findings of this study.