Abstract:
This study was carried out to investigate the relationship between foreign language listening anxiety and listening comprehension. The study employed correlational study design. Participants of the study were 40 grade 11 students who attended the listening class in 2015/2016. Foreign language listening anxiety questionnaire and listening comprehension tests were used as data gathering instruments. These data were analyzed using Pearson’s Product moment correlation and one way ANOVA. In order to identify the significance of differences between the pairs of FL listening anxiety, multiple comparisons or a post hoc test was also conducted. The results revealed that there was a significant, negative correlation between listening comprehension and foreign language listening anxiety. The findings also showed that the mean differences were statistically significant between the low anxiety and average anxiety, low anxiety and high anxiety and average anxiety and high anxiety.
Machine summary:
The results revealed that there was a significant, negative correlation between listening comprehension and foreign language listening anxiety.
Listening comprehension has emerged as an important and distinct second/foreign language skill (Byrnes, 1984; Dunkel, 1991; Krashen, 1981) leading teachers to look for ways to facilitate improvement of learner performance in this skill.
Data gathered through Foreign Language Listening Anxiety Scale (FLLAS) and listening comprehension test were analyzed quantitatively by using percentage or mean and other statistical tools.
In this study one of the data collection instruments used was the questionnaire or Foreign Language Listening Anxiety Scale (FLLAS) which was developed by Kim (2000).
Furthermore, to analyze the data collected through listening comprehension test and FLLAS questionnaire, one way analysis of variance (ANOVA) was employed to determine the possible differences among the listening abilities of students with low, average, and high level of anxiety.
Results The major objective of the present study was to determine the relationship between listening comprehension and Foreign Language Listening Anxiety.
The negative correlation between the two variables (test score and listening anxiety) indicates that as the students’ foreign language listening anxiety decreases, their listening comprehension performance increases.
The study revealed that there was a negative correlation between the two variables (test score and listening anxiety), which indicates that as the students’ foreign language listening anxiety decreases, their listening comprehension performance increases.