The Correlation Between EFL College Students’ Learning Motivation with Listening Anxiety at Intermediate Listening Classes

Abstract

Motivation acquires crucial decrees in listening competences for the reason that it hands the students more self-sufficient to grasp their intentions. This study attends to the relationship between students' listening motivation and anxiety. The objective of this study is to criticize the correlation between students' listening motivation and their listening anxiety. This study took 60 students in English Department of UNP. This research handled in correlation research. This study used the random sampling technique for choosing the sample. This study also adopted two forms of open direct questionnaires. There are ELCMS and FLLAS questionnaire that enclose the category range. The issue of the research presented that between listening motivation and listening anxiety were having no correlation. The conclusion of this study affirmed that the high students' listening motivation level had, the probably they would have the high listening anxiety level or not.

YouTube-Assisted Listening Instruction (YALI): A Study of Listening Comprehension and Listening Anxiety of University Students of German as a Foreign Language

“…However, speaking in the FL context is often reported by learners as the most anxiety-provoking language skill (Horwitz, 2001;Phillips, 1992;Young, 1990;Zhang, 2013), and this may be the determining factor in the neglect of research on the effect of FL anxiety on listening comprehension performance. Moreover, many studies on FL listening anxiety have examined the relationship between listening anxiety and other affective variables such as motivation (Adnan, Marlina, Trisno, & Hutapea, 2021;Amiryousefi & Tavakoli, 2011;Bang & Hiver, 2016;Chow, Chiu, & Wong, 2018;Li, 2022;Liu & Yuan, 2021), self-efficacy (Arslan, 2017;Canaran, Bayram, Doğan, & Baturay, 2020;Fathi, Derakhshan, & Torabi, 2020;Mills, Pajares, & Herron, 2006), metacognitive awareness (Durmaz & Aşık, 2022;Xu & Huang, 2018), and engagement (Zhang, Dai, & Ardasheva, 2020). The findings indicated that language anxiety has a holistic effect on other affective variables (Gopang, Bughio, Memon, & Faiz, 2016;Horwitz, 2017;Lili, 2015;Liu & Huang, 2011;Mesri, 2012;Otair & Abd Aziz, 2017;Polat & Erişti, 2019;Xu, 2011).…”