Abstract
ABSTRACT This study investigated the relation between students’ Foreign Language Listening Anxiety (FLLA) and their former listening comprehension training and self-study, whether FLLA decreases after listening comprehension training and students’ expectations from their teachers. Fifty-six First-Year ELT students participated. Data were collected with an FLLA Scale and three open-ended questions. Results revealed no significant difference regarding FLLA and former listening comprehension training and self-study. A significant difference emerged in FLLA after listening comprehension training. Most participants had no previous listening comprehension training and self-study included watching series or films. Participants provided various suggestions for the course.
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