Abstract:
While listening plays an important role in the process of foreign/second language learning, different factors can affect this process. This study was designed to assess the relationship between listening anxiety and metacognitive strategy awareness with a special interest in the role of gender and proficiency level. In order to conduct this survey, two instruments including the Metacognitive Awareness Listening Questionnaire (MALQ) as well as Foreign Language Listening Anxiety (FLLA) questionnaire were utilized and distributed among 105 upper-intermediate and advanced level Iranian EFL learners. The analysis of data indicated that there was a negative correlation between the participants' listening anxiety and their use of metacognitive strategies, indicating as the use of metacognitive strategies increased, lesser degrees of listening anxiety were observed and vice versa. Moreover, the findings showed that there was no difference between males and females in this regard. Regarding learners’ level, it was revealed that upper-intermediate learners were more anxious than advanced level ones. However, no difference was detected between these two levels in their strategy use. It is hoped that this study can help teachers to consider their learners’ characteristics in the instruction of suitable strategies and learners to become more autonomous and self-regulated in their listening performance.
Machine summary:
In order to conduct this survey, two instruments including the Metacognitive Awareness Listening Questionnaire (MALQ) as well as Foreign Language Listening Anxiety (FLLA) questionnaire were utilized and distributed among 105 upper- intermediate and advanced level Iranian EFL learners.
Considering the importance of listening skill in the advancement of language learners' proficiency, this study has decided to investigate the relationship between the use of metacognitive strategies and listening anxiety among Iranian language learners in Neyriz, Iran with a closer look at the role of their gender and proficiency level.
Consequently, this study tried to take a new look towards the relationship between metacognitive strategy use and listening anxiety considering the role of gender and proficiency level among the Iranian EFL learners living in Neyriz through the following research questions: Q1.
The second instrument used in this study was a questionnaire on Foreign Language Listening Anxiety (FLLA) developed by Kim (2000, cited in Serraj & Noordin, 2013) which consisted of 33 items and three underlying factors including 'tension and worry over English listening', 'lack of confidence in English listening' and 'concern about insufficient prior knowledge'.
The second part mentions any differences in participants' listening anxiety in relation to their gender and level of proficiency, and the last part examines any differences between males' and females' and upper-intermediate and advanced levels' use of metacognitive strategies.
g. Ferrando, Varea, & Lorenzo, 1999; Lashkaripour, 2006; Mehregan, Najjarian & Ahmadi, 2009).