Articlehybrid2013

Relationship among Iranian EFL Students’ Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension

70 citations0/0 files storedEnglish Language Teaching

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Communication in Education and Healthcare

Abstract

Anxiety is an influential factor in a foreign language learning domain and plays a crucial role in language learners’ performance. The following study was conducted to explore the possible impact of Foreign Language Anxiety and Foreign Language Listening Anxiety on language learners’ listening skill. The researcher was interested to know the correlation that could exist among the three variables: Listening Comprehension, Foreign Language Anxiety and Foreign Language Listening Anxiety. The participants of the study were 210 Iranian EFL students in Iran. The study revealed that there was -.414 correlations between FLLA and listening comprehension and -.214 correlations between FLA and listening comprehension whereas FLA and FLLA enjoyed a .513 correlation. It can be concluded that the relationship between Foreign Language Anxiety and Foreign Language Listening Anxiety of the participants are in accordance with each other. Furthermore the result shows that the impact of FLLA on Iranian students’ listening comprehension skill is significantly more problematic. Therefore it is recommended that FL teachers and learners should be more aware of the hindering effect of FLA and FLLA in particular on the process of teaching and learning the listening comprehension.

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References

1972Introduction to research in education 1986Foreign Language Classroom Anxiety 2020Introduction to Research in Education (10th ed.)1994Examination of Horwitz, Horwitz, and Cope's Construct of Foreign Language Anxiety: The Case of Students of Japanese 1960Anxiety in academic achievement situations.1989Anxiety and Second‐Language Learning: Toward a Theoretical Clarification*1999Foreign Language Reading Anxiety 1999Language Anxiety: Differentiating Writing and Speaking Components

Cited by

2019Foreign language skill, anxiety, cultural intelligence and individual task performance in global virtual teams: A cognitive perspective 2022The Effect of University Students’ Emotional Intelligence, Learning Motivation and Self-Efficacy on Their Academic Achievement—Online English Courses 2016Foreign Language Anxiety in Higher Education: A Practical Framework for Reducing FLA 2016Examining the Role of Concentration, Vocabulary and Self-concept in Listening and Reading Comprehension 2016Interrelations Between Foreign Language Listening Anxiety and Strategy Use and Their Predicting Effects on Test Performance of High- and Low-Proficient Chinese University EFL Learners

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