Foreign language listening anxiety factors affecting listening performance of Chinese EFL learners

Abstract

Foreign language listening anxiety (FLLA), which consists of various factors influencing listening performance, has been extensively investigated in English as a foreign language (EFL) contexts. However, little attention has been given to the effects of FLLA factors in different listening proficiency levels. This paper investigated 78 English majors from a Chinese university to examine the differences between and the effects of FLLA factors on listening performance in low (n = 20) and high-proficient (n = 19) EFL listeners. The participants were required to complete a 25-item FLLA questionnaire and take a listening test. The Mann-Whitney U test revealed that the two groups were significantly different in their self-belief in listening proficiency. Sequential multiple regression analyses showed that the listening-anxiety factor was a negative predictor, and the (lack of) self-belief factor was a positive predictor, for less proficient listeners. However, the three factors (including the decoding-skills factor) had no explanatory power in the high-proficient group’s listening performance. Additionally, dissatisfaction with one’s current listening proficiency may facilitate the less proficient listeners’ performance but has a considerably detrimental impact on higher proficient listeners. Finally, pedagogical implications of FL listening anxiety and research suggestions are included.