Examining foreign language listening anxiety and its correlates: a meta-analysis

Rui Li

doi:10.30827/portalin.vi38.22173

Autores/as

Rui Li Hunan University https://orcid.org/0000-0001-9764-9954

DOI:

https://doi.org/10.30827/portalin.vi38.22173

Palabras clave:

foreign language, listening anxiety, meta-analysis, correlate, strategy

Resumen

Si bien los investigadores se han centrado en examinar la relación entre la
ansiedad al escuchar un idioma extranjero y sus correlatos relacionados, la mayoría de
sus hallazgos no son concluyentes. Para resolver el problema, este meta análisis investiga
la correlación promedio general entre la ansiedad al escuchar un idioma extranjero
y sus cuatro correlatos clave, incluidos dos correlatos de alta evidencia (rendimiento
auditivo y estrategia de escucha) y dos correlatos de evidencia baja (motivación y ansiedad
de lectura) identificados en la literatura. Para los dos correlatos de alta evidencia,
también se realizó un análisis de moderación para examinar los efectos moduladores
de la edad de los alumnos, el dominio del idioma extranjero y la distancia lingüística.
Los resultados obtuvieron una correlación negativa moderada y pequeña entre el rendimiento
auditivo y la estrategia auditiva, respectivamente. Los dos correlatos de baja
evidencia tuvieron tamaños de efecto pequeños y de moderados a grandes, siendo la
motivación el correlato pequeño y negativo, y la ansiedad de lectura el correlato positivo
de moderado a grande. Se descubrió que la edad de los alumnos y el rendimiento en
idiomas extranjeros eran moderadores importantes.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Rui Li, Hunan University

Rui Li (Professor)

School of Foreign Languages, Hunan University

Citas

*Bang, S., & Hiver, P. (2016). Investigating the structural relationships of cognitive and affective domains for L2 listening. Asian-Pacific Journal of Second and Foreign Language Education, 1(7), 1–19.

Bekleyen, N. (2009). Helping teachers become better English students: Causes, effects, and coping strategies for foreign language listening anxiety. System, 37(4), 664–675.

Biernacki, P., & Waldorf, D. (1981). Snowball sampling: Problems and techniques of chain referral sampling. Sociological Methods & Research, 10(2), 141–163.

Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2005). Comprehensive meta-analysis version 2 (Computer software). Englewood, NJ: Biostat.

Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to Meta-Analysis. Cornwall: John Wiley & Sons, Ltd.

Botes, E., Dewaele, J., & Greiff, S. (2020). The Foreign Language Classroom Anxiety Scale and academic achievement: An overview of the prevailing literature and a meta-analysis. Journal for the Psychology of Language Learning, 2(1), 26–56.

Brunfaut, T., & Révész, A. (2015). The role of task and listener characteristics in second language listening. TESOL Quarterly, 49(1), 141–168.

*Capan, S. A., & Karaca, M. (2013). A comparative study of listening anxiety and reading anxiety. Procedia - Social and Behavioral Sciences, 70, 1360–1373.

*Chen, Y. J., & Liu, D. J. (2010). An empirical study of listening anxiety on its cause and coping strategy (in Chinese). Foreign Language and Literature, 26(1), 141–144.

Cheng, Y. (2005). EFL learners’ listening comprehension anxiety. English Teaching & Learning, 29(3), 25–44.

*Chow, B. W., Chiu, H. T., & Wong, S. W. L. (2017). Anxiety in reading and listening English as a foreign language in Chinese undergraduate students. Language Teaching Research, 22(6), 719–738.

*Deng, Q. L. (2015). An investigation of relationships among metacognitive awareness, anxiety and proficiency in listening comprehension among Chinese non-English major college students (in Chinese). Foreign Language Education, 36(5), 59–64.

*Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal, 89(2), 206–220.

Field, J. (2019). Second language listening: Current ideas, current issues. In J. W. Schwieter & A. Benati (Eds.), The Cambridge Handbook of Language Learning (pp.283–319). Cambridge: Cambridge University Press.

*Gao, T. T. (2008). A Study on the Correlation between English Listening Anxiety and Listening Strategies of College English Learners (in Chinese). Unpublished master dissertation, Jilin University, China.

Gardner, R. C., Tremblay, P. F., & Masgoret, A. (1997). Towards a full model of second language learning: An empirical investigation. The Modern Language Journal, 81(3), 344–362.

Goh, C. C. M. (1998). How ESL learners with different listening abilities use comprehension strategies and tactics. Language Teaching Research, 2(2), 124–147.

Goh, C. C. M. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28(1), 55–75.

*Golzadeh, N., & Moiinvaziri, M. (2017). Metacognitive strategy awareness and listening anxiety: The role of gender and proficiency level among Iranian EFL learners. International Journal of Foreign Language Teaching & Research, 5(19), 91–109.

*Hu, H. J. (2010). A Study on Correlation between Listening Anxiety and Listening Strategy for Non-English Majors (in Chinese). Unpublished master dissertation, Shandong University, China.

Jee, M. J. (2018). Four skill-based foreign language anxieties: Learners of Korean in Australia. Linguistic Research, 35, 23–45.

Jeon, E. H., & Yamashita, J. (2014). L2 reading comprehension and its correlates: A meta-Analysis. Language Learning, 64(1), 160–212.

*Karakuş Tayşi, E. (2019). The effect of listening attitude and listening anxiety on listening comprehension: A regression model. Universal Journal of Educational Research, 7(2), 356–364.

*Kilic, M. (2007). The Sources and Relations of Foreign Language Listening Anxiety with Respect to Text Type and Learner Variables: A Case Study at Gaziantep University. Unpublished master dissertation, University of Gaziantep.

*Kim, J. (2000). Foreign Language Listening Anxiety: A Study of Korean Students Learning English. Unpublished doctoral dissertation, University of Texas at Austin.

*Kim, J. (2002). Anxiety and foreign language listening. English Teaching, 57(2), 3–34.

Kimura, H. (2008). Foreign language listening anxiety: Its dimensionality and group differences. JALT Journal, 30(2), 173–195.

Kimura, H. (2017). Foreign language listening anxiety: A self-presentational view. International Journal of Listening, 31(3), 142–162.

Kuo, L. H. (2013). Improving Implicit Learning and Explicit Instruction of Adult and Child Learners of Chinese. Unpublished doctoral dissertation, Brigham: Brigham Young University.

Lervåg, M. M., & Lervåg, A. (2011). Cross-linguistic transfer of oral language, decoding, phonological awareness and reading comprehension: A meta-analysis of the correlational evidence. Journal of Research in Reading, 34(1), 114–135.

Li, S. F. (2017). The effects of cognitive aptitudes on the process and product of L2 interaction: A synthetic review. In L. Gurzynski-Weiss (Ed.), Expanding Individual Difference Research in the Interaction Approach: Investigating Learners, Instructors, and Other Interlocutors (pp.41–70), John Benjamins Publishing Company.

*Liu, M. (2016). Interrelations between foreign language listening anxiety and strategy use and their predicting effects on test performance of high- and low-proficient Chinese university EFL learners. The Asia-Pacific Education Researcher, 25(4), 647–655.

Mayer, R. E. (2009). Multimedia Learning (2nd edition). Cambridge: Cambridge University Press.

*Pae, T. (2013). Skill-based L2 anxieties revisited: Their intra-relations and the inter-relations with general foreign language anxiety. Applied Linguistics, 34(2), 232–252.

Plonsky, L., & Oswald, F. (2014). How big is “big”? Interpreting effect sizes in L2 research. Language Learning, 64, 878–912.

Polat, M., & Eristi, B. (2018). Development of a foreign language listening anxiety scale. Turkish Studies, 13(11), 1113–1138.

Russell, V. (2020). Language anxiety and the online learner. Foreign Language Annals, 53, 338–352.

*Serraj, S., & Noordin, N. B. (2013). Relationship among Iranian EFL students’ foreign language anxiety, foreign language listening anxiety and their listening comprehension. English Language Teaching, 6(5), 1–12.

*Shi, Y., & Fan, W. W. (2013). A study on college students’ listening anxiety under the condition of compound dictation of CET-4. Journal of PLA University of Foreign Languages, (6), 55–60.

Tabachnick, B. G., & Fidell, L. S. (2019). Using Multivariate Statistics (7th ed.). New York Pearson Publishers.

Elahi Shirvan, M., Khajavy, G. H., MacIntyre, P. D., & Taherian, T. (2019). A meta-analysis of L2 willingness to communicate and its three high-evidence correlates. Journal of Psycholinguistic Research, 48(6), 1241–1267.

Teng, H. C., & Chen, Y. S. (2013). The effect of listening anxiety on EFL listeners’ comprehension and vocabulary performance. Studies in English Language and Literature, 31, 75–85.

Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement: A meta-analysis. Studies in Second Language Acquisition, 41, 363–387.

Valentine, J. C. (2019). Incorporating judgments about study quality into research syntheses. In H. Cooper, L. V., Hedges, & Valentine, J. C (eds.). The Handbook of Research Synthesis and Meta-analysis (3rd edition) (pp.129–140). New York: Russell Sage Foundation.

*Valizadeh, M. R., & Alavinia, P. (2013). Listening comprehension performance viewed in the light of emotional intelligence and foreign language listening anxiety. English Language Teaching, 6(12), 11–26.

Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26(1), 70–89.

Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191–210.

Vandergrift, L., & Baker, S. (2015). Learner variables in second language listening comprehension: An exploratory path analysis. Language Learning, 65(2), 390–416.

Vandergrift, L., & Cross, J. (2017). Replication research in L2 listening comprehension: A conceptual replication of Graham & Macaro (2008) and an approximate replication of Vandergrift & Tafaghodtari (2010) and Brett (1997). Language Teaching, 50(1), 80–89.

Vogely, A. J. (1998). Listening comprehension anxiety: Students’ reported sources and solutions. Foreign Language Annals, 31(1), 67–80.

*Xu, J., & Huang, Y. (2018). The mediating effect of listening metacognitive awareness between listening test anxiety and listening test performance. The Asia-Pacific Education Researcher, 27(4), 313–324.

*Xu, X. (2013). Empirical study on the English listening learning anxiety. Theory and Practice in Language Studies, 3(8), 1375–1380.

Yanagisawa, A., Webb, S., & Uchihara, T. (2020). How do different forms of glossing contribute to L2 vocabulary learning from reading? A meta-regression analysis. Studies in Second Language Acquisition, 42(2), 411–438.

*Yang, X. (2010). Intentional forgetting, anxiety, and EFL listening comprehension among Chinese college students. Learning and Individual Differences, 20(3), 177–187.

Zhang, S., & Zhang, X. (2020). The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis. Language Teaching Research, first online. doi: 10.1177/1362168820913998.

Zhang, X. (2019). Foreign language anxiety and foreign language performance: A meta-analysis. The Modern Language Journal, 103(4), 763–781.