How Do High and Low Anxious FL Listeners Employ FL Listening Comprehension Strategies? Exploring Student Perspectives

Berber, Gizem; Gönen, Safiye İpek Kuru

doi:10.14689/issn.2148-2624.1.5c3s4m

Cited by 3 publications

(5 citation statements)

References 40 publications

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“…For instance, Gönen (2009) identified a negative relationship between these two constructs and revealed that when there was an increase in the anxiety levels of the learners, a decrease was found in the use of metacognitive strategies. The same negative correlation was expressed in Golchi (2012) and Berber and Kuru Gönen (2017)'s studies that low anxious learners utilized more metacognitive strategies, and also in Golzadeh and Moiinvaziri (2017) who voiced that though weak, there was a negative correlation between listening anxiety and metacognitive strategy use of the learners. Contrary to those, the current study reported a low positive relationship between FLLA and MLS use of learners.…”

Section: Conclusion Discussion and Implicationsmentioning

confidence: 60%

“…The link between listening anxiety levels of the learners and their metacognitive strategy uses was also the starting point of few studies in the literature (Berber & Kuru Gönen, 2017;Dalman, 2016;Golchi, 2012). For instance, Golchi (2012) investigated whether there is a link between anxiety, listening proficiency and listening strategy of the learners.…”

Section: Related Studiesmentioning

confidence: 99%

“…In other words, less anxious learners tended to utilize listening comprehension strategies more. Another study belongs to Berber and Kuru Gönen (2017) who focused on the use of listening comprehension strategies by high and low anxious learners. The participants were 15 high anxious and 13 low anxious FL learners, and the data were collected through reflections and semi-structured-interviews.…”

Section: Related Studiesmentioning

confidence: 99%

“…In addition to that, though a number of studies focus on foreign language listening anxiety and metacognitive strategies, there is still a paucity of research investigating the relationship between these two constructs. Moreover, literature in recent years, especially in Turkish EFL context, lacks the investigation of this relationship, and the most recent findings on this topic belong to Berber and Kuru Gönen (2017) who also maintained that "exploration of identifying which FL listening comprehension strategies have correlation with FL listening anxiety would shed light on the relationship between anxiety and strategy use" (p.101). Considering this call for more investigation on this research matter and addressing to the lack of research in recent literature, this study aims to examine the link between metacognitive strategy use and anxiety levels of the learners.…”

Section: The Problem Situation and The Purpose Of The Studymentioning

confidence: 99%

See 3 more Smart Citations

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

Öztürk

2021

Anadolu Journal of Educational Sciences International

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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.

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Section: Conclusion Discussion and Implicationsmentioning

confidence: 60%

Section: Related Studiesmentioning

confidence: 99%

Section: Related Studiesmentioning

confidence: 99%

Section: The Problem Situation and The Purpose Of The Studymentioning

confidence: 99%

See 2 more Smart Citations

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

Öztürk

2021

Anadolu Journal of Educational Sciences International

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“…A total of 15 studies adopted situation-specific-based scales to measure FL listening anxiety, with 10 studies (15.2%) measuring general listening anxiety and five studies (7.6%) measuring listening test anxiety. Other studies that employed various approaches to measure FL listening anxiety were only minimally present; for example, seven studies measured FL listening anxiety under the approach of the sources of anxiety; eight studies measured FL listening under the approaches of learner characteristics and FL listening ability, Kim, 2000Kim, , 2011Kimura, 2008;Bekleyen, 2009;Wang, 2010Wang, , 2016Kiliç and Uçkun, 2012;Mohammadi Golchi, 2012;Capan and Karaca, 2013;Pae, 2013;Serraj and Noordin, 2013;Tsai, 2013;Afshar and Hamzavi, 2014;Choi and Chon, 2014;Movahed, 2014;Yamauchi, 2014b;Li, 2015;Rahimi and Soleymani, 2015;Zhai, 2015;Bang and Hiver, 2016;Berber and Gönen, 2017;Cheng, 2017;Halat and Özbay, 2018;Jee, 2018;Namaziandost et al, 2018;Babakhouya and Elkhadiri, 2019;Kutuk et al, 2019;Ranto Rozak et al, 2019;Fathi et al, 2020;Hutapea et al, 2020;Hamid and Idrus, 2021;Niimoto, 2021 Emotionality 33 50.0 Tension over English, emotionality, affective, listening anxiety Kim, 2000Kim, , 2011Kimura, 2008;Bekleyen, 2009;…”

Section: Measuring Foreign Language Listening Anxietymentioning

confidence: 99%

A Systematic Review of Foreign Language Listening Anxiety: Focus on the Theoretical Definitions and Measurements

Qin

2022

Front. Psychol.

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A considerable amount of research on foreign language (FL) listening anxiety has emerged since 1986, yet a lack of sufficient attention on the conceptual definitions of FL listening anxiety and inappropriate employment of instruments to measure FL listening anxiety cause confusion in the research to a certain extent. This study presents a systematic review of 35 years of FL listening anxiety research. After initially searching 2,172 studies in 7 databases, 76 studies were identified for in-depth analysis. The results verified that the definitions of FL listening anxiety can be categorized into psychological, social, and situation-specific approaches, but the measure of FL listening anxiety was not only examined under these three approaches, but also additionally examined by sources of anxiety, learner characteristics, FL listening ability, and physiological factors. The results also showed that the definition of FL listening anxiety was not clear-cut nor that the measure was accurate, and to a great extent, the measure and the definition were inconsistent. This inconsistency can attribute to conceptual fuzziness in theoretical defining and casual utilization of scales without justification or explanation. We argue that future research needs to provide a tighter link between a more precise definition based on different situations and a valid measure of FL listening anxiety.

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The effect of games on listening and speaking anxiety in learning English

Say Yağcıoğlu,

Çalışkan

2024

Participatory Educational Research

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This action research investigates the effect of game technique on reducing English listening and speaking anxiety among fourth-grade primary school students. The study group involved 46 students at a Science and Art Centre in Türkiye. The quantitative data were collected through the English Listening Anxiety Scale and the English Speaking Anxiety Scale administered before and after the implementation. The qualitative data were gathered through student interviews and teacher’s research diary. The dependent samples t-test was used to compare the pre-test and post-test mean scores from the scales. The data from the interviews and the diary were analysed by inductive analysis. Firstly, the findings of the t-test analysis revealed that game technique significantly reduced students’ English listening anxiety, but not English speaking anxiety. On the other hand, the qualitative findings showed that this technique has positive contributions to learning-teaching process although it does not have such an effect on both speaking and listening anxiety. Nevertheless, the analysis of the interviews and the diary also indicated that the technique has a positive influence on the factors that can reduce anxiety such as “willingness to make sentences, not getting bored in lessons, feeling relaxed, thinking quickly, eagerness, and effort”. Considering all the findings in the study, we concluded that using game technique in English courses is not directly effective in reducing English listening and speaking anxiety, but it has positive contributions to the overall learning-teaching process. Finally, the study provides some practical suggestions for teachers.

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How Do High and Low Anxious FL Listeners Employ FL Listening Comprehension Strategies? Exploring Student Perspectives

Cited by 3 publications

References 40 publications

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

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

A Systematic Review of Foreign Language Listening Anxiety: Focus on the Theoretical Definitions and Measurements

The effect of games on listening and speaking anxiety in learning English

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