Foreign Language Listening Anxiety Scale Research Articles

The relief effect of teacher oral corrective feedback on English learning anxiety symptoms of vocational college students

BackgroundFor second language learning, students generally experience symptoms of learning anxiety. As a complex emotional variable, learning anxiety not only has an impact on students’ psychological feelings but also leads to students’ aversion to English learning in severe cases, thereby affecting learning efficiency.Subjects and MethodsIn order to explore whether teachers’ oral corrective feedback has the effect of alleviating students’ learning anxiety, the study focuses on two classes in vocational schools. Two classes each have 45 students, divided into an experimental class and a control class. The experimental class increases the teacher’s oral corrective feedback during normal teaching, while the control class follows the original teaching mode for normal teaching. The Foreign Language Listening Anxiety Scale was used to test students from both classes before and after the teaching experiment.ResultsBefore the teaching experiment, the English learning anxiety of the students in the experimental class and the control class was at a moderate level, with values of 3.5294 and 3.5061, respectively. After the teaching experiment, there was a significant difference in the English learning anxiety results between the experimental class and the control class, with values of 2.7451 and 3.5347, respectively.ConclusionsOverall, strengthening the interaction between teachers and students in English teaching and providing appropriate oral corrective feedback have an alleviating effect on the anxiety symptoms of vocational college students in English learning.

A Study on Foreign Language Listening Anxiety of English Majors in a Chinese University

Anxiety is one of the affective factors which plays a significant role in the teaching learning process. This study makes an inquiry into foreign language listening anxiety among L2 English majors in a Chinese university with its focus on students’ learning experience. It seeks to reveal the dilemmas encountered by L2 English majors in the foreign language listening process. It also explores how these anxiety factors influence L2 English majors. The Foreign Language Listening Anxiety Scale (FLLAS) from Kim and a semi-structured one-by-one interview are employed in the study. The sources of English majors’ English listening anxiety found in this study are: vocabulary recognition, grasping the main idea, and detailed information, the speed of the delivery, lack of background knowledge of the listening material, speakers’ accent, and high requirement of memory and attention. The study results also indicate that anxious listeners tend to engage in excessive self-evaluation, worry over potential failure, and concern over others’ opinions. The study’s findings also have some pedagogical implications for English listening courses for undergraduate students, especially English major students.

Anxiety vs. Enjoyment in the Chinese EFL context: Which Predicts Listening Comprehension Better?

While foreign language anxiety has received abundant empirical attention, its relationship with foreign language enjoyment and specific language skills is not clearly understood. The present study explores the relationships between Chinese EFL learners’ foreign language listening anxiety (FLLA), foreign language enjoyment (FLE), and listening achievement. Participants (n=255) were undergraduate students majoring in different subjects at two large local universities in China. The Chinese Version of Foreign Language Enjoyment Scale (CFLES) and the Foreign Language Listening Anxiety Scale (FLLAS) were used to measure FLE and FLLA, respectively. Correlation analyses performed on the questionnaire data revealed that while listening achievement negatively correlated with FLLA, it was positively correlated with FLE. A multiple stepwise regression analysis revealed that, of the two variables, FLE was found to better predict listening achievement than FLLA. Additionally, listening comprehension was found to be significantly correlated with private enjoyment, but not with variables relating to learning atmosphere or teachers. These findings highlight the importance of positive emotions and experiences in the language learning process and have implications for classroom practice.

Effect of Introducing Background Information on Chinese College Students English Listening Anxiety

Foreign language students commonly have a wide range of hearing anxiety in listening examinations. Background information introduction is a teaching method applied in English listening teaching, namely, the teacher introduces background information of listening content before the listening. This study investigated how pre-teaching content affects the anxiety levels of college students at an University of China taking the Foreign Language Listening Anxiety Scale(FLLAS) and college English CET-4 listening tests. Participants included 106 non-English major freshmen matched in listening ability. The instruments were conducting questionnaires based on the FLLAS and listening tasks given just before and after the experiment. It is concluded that the listening proficiency of foreign language learners (SL/FL) significantly affected their foreign language listening anxiety. Moreover, background information introduction, to a certain extent, may relieve FL learners foreign listening anxiety. This paper contributes to investigate the relationships between English listening anxiety and listening proficiency of the participants, inspiring future researchers to investigate more listening strategies to deal with FL listening anxiety.

The relationship between reading and listening anxieties in EFL classrooms: Exploring the mediating effect of foreign language classroom anxiety

AbstractThe purpose of the current study is threefold: (a) to present a descriptive picture of classroom anxiety (FLCA), reading anxiety (FLRA), and listening anxiety (FLLA) in foreign language classrooms; (b) to explore the association between FLCA, FLRA, and FLLA; and (c) to test the mediating effect of FLCA on the relationship between FLRA and FLLA. The participants included 341 tertiary-level students studying at the English Preparatory Program of four public universities in the Turkish EFL context. The data were collected at the beginning of the 2022 fall semester through the Foreign Language Classroom Anxiety Scale, Foreign Language Reading Anxiety Scale, and Foreign Language Listening Anxiety Scale. The descriptive findings indicated a moderate level of FLCA, FLRA, and FLLA among the participants. In addition, significant and positive correlations were found between these three types of anxieties, with the strongest correlation between FLRA and FLLA. In the last stage of the analysis, it was found that FLCA partially and significantly mediated the relationship between FLRA and FLLA. Finally, directions for further research on investigating skill-based anxieties are presented.

Investigation of the effect of flipped listening instruction on the listening performance and listening anxiety of Chinese EFL students.

Given the fact that flipped instruction especially with the aid of technology has gained momentum in second language (L2) instruction, numerous L2 researchers have explored the usefulness of flipped classroom for L2 learning. As an attempt to further this research area, the current research examined the effect of flipped listening instruction on the Chinese English as a foreign language (EFL) students' listening performance and listening anxiety using a quasi-experimental research design. To this end, a total number of 44 EFL learners from two intact classes in a Chinese language school were selected as the participants of the research and they were randomly assigned as the control group (N = 21) and an experimental group (N = 23). Within a course of one semester, the control group was instructed employing traditional listening instruction, while the experimental group were taught based on the flipped mode of instruction. The data collection was carried out by administering the listening section of IELTS and Foreign Language Listening Anxiety Scale (FLLAS). The results of ANCOVA revealed that the flipped listening instruction significantly enhanced listening performance of the participants. Also, the flipped classroom substantially reduced listening anxiety of the EFL learners. The outcomes of this research might provide notable implications for EFL practitioners.

The Effects of Authentic Video Materials on Foreign Language Listening Skill Development and Foreign Language Listening Anxiety at Different Levels of English Proficiency

The study aims to find out the effects of authentic video materials on foreign language listening skill and foreign language listening anxiety of students studying at different levels of English proficiency. The experimental practices of the research designed as pretest-posttest true experimental design with control group have been conducted on two experimental and two control groups. While the independent variables of the study are authentic videos and English proficiency levels, the dependent variables are English listening academic achievement levels and English listening anxiety levels of the students. The participants of the research consisted of 100 randomly selected students, who have A1 and B1 levels of English proficiency, studying English preparatory program at the school of foreign languages at a state university. Data collection tools utilized in the study are Key English Test (KET) and Foreign Language Listening Anxiety Scale (FOLLAS). The statistical analysis of the research data was carried out by using descriptive statistics, independent samples t-tests, effect size tests and correlation analysis. Findings show that authentic video materials reflecting the real language and communication samples, have highly effective results on the development of English listening skills and lowering the foreign language listening anxiety of students who have A1 and B1 levels of English proficiency. On the other hand, as students' language proficiency improves, the impact of authentic videos increases. Finally, when it is compared to control groups, values obtained by the analysis reveal that there is a much stronger correlation among the development of listening, reading, writing and speaking language skills of experimental group students whose English listening skills have improved by using authentic videos.

EXPLORING THE INFLUENCE OF ANXIETY SENSITIVITY ON COLLEGE ENGLISH LEARNING -BASED ON THE LEARNING ATTACHMENT STYLES

EXPLORING THE INFLUENCE OF ANXIETY SENSITIVITY ON COLLEGE ENGLISH LEARNING -BASED ON THE LEARNING ATTACHMENT STYLES

A DIACHRONIC CASE STUDY OF ENGLISH TEACHERS' ONLINE EMOTION REGULATION

A DIACHRONIC CASE STUDY OF ENGLISH TEACHERS' ONLINE EMOTION REGULATION

A STUDY ON THE CORRELATION BETWEEN COLLEGE STUDENTS' ENGLISH LISTENING ANXIETY AND ACADEMIC ACHIEVEMENT

BackgroundSince the 1970s, psychological anxiety has been regarded by linguistics and psychologists as one of the important factors affecting English learning achievement. Many scholars have done quantitative research on the relationship between anxiety and students' foreign language achievement. However, due to the different subjects and research tools, the conclusions on the relationship between anxiety and listening performance are inconsistent, especially on the relationship between debilitating anxiety and listening performance. In order to clarify the relationship between anxiety and listening anxiety and find out the main factors leading to students' anxiety, we used questionnaire survey and SPSS 19 statistical software to study the English listening anxiety of Non-English Majors in Bohai University.Subjects and MethodsThe subjects were 120 non-English majors in Bohai University, including 48 males and 12 females. We use Kim's foreign language listening anxiety scale as the measurement scale, and use Likert scoring method to evaluate the scale. Pearson correlation, standard deviation and statistical significance were used to illustrate the correlation. Independent sample t-test was used to verify the difference between high anxiety group and low anxiety group. According to the statistical value of anxiety, participants were divided into three groups: low, medium and high anxiety groups. The questionnaire includes two kinds of anxiety, namely debilitating anxiety and promoting anxiety. Through t-test, univariate and multivariate analysis of variance and regression analysis, we investigated the relationship between foreign language anxiety, self-efficacy and academic achievement of students of different majors and genders.The study found that compared with the male group, the female group's foreign language achievement and self-efficacy level are much higher. However, there was no significant difference in anxiety levels between men and women. In addition, the study also found that foreign language anxiety was negatively correlated with foreign language achievement. Similarly, there is a significant negative correlation between foreign language anxiety and self-efficacy. State anxiety, trait anxiety and foreign language learning anxiety are positively correlated. The anxiety component of learners' personality characteristics plays an important role in the generation of foreign language learning anxiety. Research shows that foreign language anxiety, gender and self-efficacy can be used as comprehensive variables to measure foreign language learning achievement. Regression analysis showed that interpersonal emotion regulation had a significant positive predictive effect on explicit positive emotion (β= 0.29, P < 0.001, 95% CI [0.27, 0.32]), that is, the body effect of learning emotion regulation on explicit positive emotion is significant. Then, model 4 in SPSS macro compiled by Hayes (2013) was used to test the mediating effect of expression inhibition between interpersonal emotion regulation and explicit positive emotion under the control of gender and age. The results showed that interpersonal emotion regulation significantly positively predicted expression inhibition (β= 0.14, P < 0.001, 95% CI [0.13, 0.16]), interpersonal emotion regulation and expression inhibition predict explicit positive emotion at the same time (β= 0.22, P < 0.001, 95% CI [0.20, 0.25]) and expression inhibition (β= 0.46, P < 0.001, 95% CI [0.38, 0.54]) had significant predictive effect. The corrected bootstrap test showed that the mediating effect of expression inhibition was significant, the indirect effect value was 0.07, 95% CI [0.05, 0.09], and the mediating effect accounted for 24.14% of the total effect.ResultsOur results showed that although there was a positive correlation between promoting anxiety and English listening performance, it was not statistically significant (P > 0.05). Among the students' psychological anxiety, debilitating anxiety dominated, and the results were statistically significant (P < 0.01). This means that debilitating anxiety can be used as an indicator to measure the level of group anxiety. The results show that there is a negative correlation between listening anxiety and listening performance. Pearson correlation in high anxiety group was significantly higher than that in low anxiety group. This shows that students with poor English level are more likely to be anxious than students with good English level. Independent sample t-test confirmed that there was significant difference in debilitating anxiety between the two groups (P < 0.01), but there was no significant difference in promoting anxiety (P > 0.05).ConclusionOur results show that college freshmen generally have anxiety in English listening tests. Weakening anxiety rather than promoting anxiety has a negative impact on students' English listening performance. The higher the degree of anxiety, the lower the students' English listening level. The tension that leads to students' anxiety can be attributed to the following factors: insufficient examination preparation, lack of listening skills and background knowledge, lack of self-confidence and the difficulty of listening materials. Although our research is based on a small number of freshmen, its research on anxiety related listening performance is statistically significant. I hope it will be helpful to our research in the future.AcknowledgmentThis work was supported by the fund from Education Department of LiaoNing Province (No. WQ2020008).

Foreign Language Listening Anxiety and Listening Performance: Results of A Mixed-Method Study

This study explored the relationship between listening anxiety and listening performance in a total of 30 bilingual learners. Both quantitative and qualitative methods were distributed: (a) the Foreign Language Listening Anxiety Scale tested listeners’ anxiety level, and (b) the semi-structured interview looked further into participants’ perceptions. The results programmed by SPSS Statistics 25 showed that anxiety level has no significant impact on listening performance. Interview results did fully support the relationship found in the survey. Most participants did not perceive themselves to be anxious in the middle of listening but they showed highest anxiety towards the pre-listening stage. They indicated that there is a positive relationship between performance and listening skills, as well as between anxiety and listening skills. This study presents results and discusses the related pedagogical implications.

Testing Effects of Foreign Language Listening Anxiety on Chinese University Students' English Listening Test Performance.

The present research explored how foreign language listening anxiety (FLLA) affected Chinese university students' English listening test performance and how proficiency and gender mediated the effects of FLLA on the latter. Two different populations from two universities in China answered the 20-item Foreign Language Listening Anxiety Scale (FLLAS) as well as a demographic questionnaire and took an English listening test. Analyses of the collected data revealed the following major findings: (a) Five latent factors underlay the FLLAS, (b) when working alone, FLLA significantly negatively predicted students' English listening test performance, and (c) when working with proficiency and gender, English proficiency level, gender and FLLAS2 (proficiency in English listening) significantly predicted students' English listening test performance. These findings confirm the negative effects of FLLA on students' English listening test performance. They also indicate that English proficiency and gender mediate FLLA's effects on the latter, with English proficiency not only directly but also indirectly affecting the latter.

An Investigation on Metacognitive Listening Strategy Use and Listening Anxiety in EFL Classrooms

Employing a survey design, this study aims to examine learners’ metacognitive listening strategies, their listening anxiety and whether there is a relationship between these two research matters in English as a foreign language (EFL) classrooms. The participants included 112 freshman students at a university context and they were taking a listening and comprehension course during the study. Two scales were used to collect the data for this study; Foreign Language Listening Anxiety Scale (FLLAS) was used to measure the participants’ listening anxiety and Metacognitive Awareness Listening Questionnaire (MALQ) was used to identify their strategy use. The collected data were analysed by using a statistical program and with the help of descriptive statistics. The findings revealed that the participants experienced a moderate level of foreign language listening anxiety. In terms of their metacognitive listening strategy use, problem solving strategies were found to be used the most while mental translation strategies were used the least. It was also found that there was a low positive relationship between the participants’ listening anxiety and their listening strategy use. Furthermore, no significant change was found among low, moderate and high anxious learners in terms of the types of their metacognitive listening strategy use. Parallel with those findings, the study offers several suggestions for practitioners to apply in language classrooms and for researchers to further investigate the nature of these two phenomena.

English Listening Anxiety of Indonesian Speakers

Research on foreign language anxiety among Indonesian learners of English has gained some attention thus far. However, few studies have examined specifically English listening anxiety of Indoensian speakers. Previous research in other countries has suggested a number of variables contributing to the foreign language anxiety. Taking into consideration some of the factors that are distinctive for Indonesian learners’ contexts, this present study aims to find out the relationship between number of languages learned or acquired by the learners, gender of the learners, the learners’ English self-rating proficiency, and length of residence of the learners in the target language country with L2 listening anxiety of Indonesian learners of English. This study involved Foreign Language Listening Anxiety Scale (FLLAS) data that were obtained from 109 Indonesian university students and were analyzed quantitatively using Pearson’s correlation, Spearman’s rho, and one-way ANOVAs. The finding shows that there is a significant negative correlation between Indonesian learners of English listening anxiety with the learners’ length of residence in the target language country and the learners’ English self-rating proficiency. The significant difference in terms of length of residence in the target language country especially lied in between the no residence group and &lt;1-year group, and between no residence group and &gt;1 year. In the English self-rating, the significant difference lied in between Intermediate and advanced groups.

FACTORS AFFECTING LISTENING ANXIETY OF SENIOR HIGH SCHOOL STUDENTS IN ENGLISH CLASSROOM

In the process of listening, anxiety is a natural response that occurs to students who can divert the listening process. Thus, the purpose of this study is to find out factors affecting listening anxiety of senior high school students in the English classroom. The method used in this study was mixed method because the data obtained were in the form of qualitative and quantitative data. Participants in this study were 35 senior high school students in 2019-2020 academic year. The instrument used to collect data were questionnaire and interview. Questionnaire contained 14 questions was adopted from The Foreign Language Listening Anxiety Scale (FLLAS) developed by Kim (2000) that was given to the students and interview was conducted with an English teacher and three students. The results of this study indicate that there are several factors that cause listening anxiety. The first, the students feel confused and anxious because they are unable to catch the words conveyed by the speaker. The second, the students feel difficult to understand the pronunciation of the speaker. The third, the students feel afraid when the speaker conveying information too quickly. The fourth, the students feel worried about the limited time in doing the listening task. The fifth, the students feel anxious because they think the other student more understand about the contents of the English recording. And the last, the students feel nervous when they do not understand the meaning of each word because they are lack of vocabulary in English. In conclusion, the students feel anxious in doing the listening task which resulted in their listening skills getting lower when learning English in the classroom

Effects of Former Experience, Self-study & Listening Comprehension Training on Foreign Language Listening Anxiety: The Case of EFL Teacher Candidates

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.

The Effect of Listening Strategy Instruction on Second Language Listening Anxiety and Self-Efficacy of Iranian EFL Learners

The aim of the present study was to evaluate the effectiveness of listening strategy instruction on second language (L2) listening comprehension ability, listening anxiety, and listening self-efficacy of Iranian English as a foreign language (EFL) learners. To this end, a sample of 52 English major learners of two intact classes from a university in Iran was employed as the participants of the study. The intact groups were randomly assigned to an experimental group and a control group. The experimental group ( N = 27) received the listening strategy instruction based on the framework proposed by Yeldham and Gruba, whereas the participants in the control group ( N = 25) were instructed traditionally without receiving any strategy instruction. To collect the required data, the listening section of the International English Language Testing System (IELTS), Foreign Language Listening Anxiety Scale (FLLAS), and Second Language Listening Self-Efficacy Questionnaire (SLLSQ) were administered to assess the listening comprehension, listening anxiety, and listening self-efficacy of the learners before and after the intervention. The findings of the study indicated that listening strategy instruction significantly improved learners’ listening comprehension ability and reduced learners’ L2 listening anxiety. However, it was revealed that listening strategy intervention failed to significantly improve L2 listening self-efficacy of the learners. In light of the gained results, the implications of this study are discussed with respect to L2 teachers, learners, and curriculum developers.

An Investigation of the Relation between Neuroticism and English Language Listening Anxiety

The objective of this study was to examine whether overall Neuroticism, as a factor of the Big Five, or Neuroticism facets had stronger significant correlations and predictions of English language listening Anxiety (ELLA). The participants (n=328) came from non-English majors and were recruited from Mohammed V University in Morocco. Data were gathered through two instruments: the Revised NEO Personality Inventory (NEO PI-R) (Costa &amp; McCrae, 1992a), and Foreign Language Listening Anxiety Scale (FLLAS) (Kim, 2000). The findings reported that two facets (Anxiety and Depression) showed stronger significant correlations with ELLA than overall Neuroticism. Moreover, stepwise multiple regression analyses (stepwise MRA) indicated that three facets (Anxiety, Depression, and Anger) showed a stronger significant prediction of ELLA than overall Neuroticism. Thus, teachers of English language can rely more on Neuroticism facets than on overall Neuroticism as the former give a broader and more accurate prediction of students who may experience ELLA.

Revised Version of the Foreign Language Listening Anxiety Scale : Precise Description of Subordinate Concepts' Influence on Learners

Revised Version of the Foreign Language Listening Anxiety Scale : Precise Description of Subordinate Concepts' Influence on Learners

Correlation between Listening Anxiety and Listening Strategies of Chinese Postgraduate Students of Science and Engineering: A Case Study at SUES

&lt;p&gt;English listening is one of the five basic skills such as listening, speaking, reading, writing and translation that a Chinese postgraduate should acquire, and it is also the most significant one. In this study, 194 first-year postgraduate students at Shanghai University of Engineering Science were invited to report their strategies use and listening anxiety in the questionnaire with the 5-Likert Indirect Foreign Language Listening Strategies Scale and the 5-Likert Foreign Language Listening Anxiety Scale. The SPSS13.0 was used to analyze the descriptive statistics, reliability analysis, correlation analysis, Chi-square test and One-way ANOVA, which indicated a medium listening anxiety and a medium level of strategies use. Metacognitive strategies were more frequently used than social and affective strategies, the correlation between listening proficiency and listening anxiety was significantly negative, correlation between listening proficiency and indirect listening strategies was significantly positive, and that between indirect listening strategies and listening anxiety was significantly negative. Indirect listening strategies were useful to allay listening anxiety and would be incorporated into our normal classroom teaching.&lt;/p&gt;