A study of Chinese university EFL learners' Foreign Language listening anxiety, listening strategy use and listening performance
DOI:
https://doi.org/10.25170/ijelt.v10i1.1507Keywords:
foreign language, listening anxiety, listening strategy use, listening comprehension performanceAbstract
The present study examined foreign language (FL) listening anxiety and listening strategy use in relation to FL listening comprehension performance of 1702 undergraduate EFL learners from 5 universities in China. Analyses of the survey data revealed the following findings: (1) more than half of the students generally did not feel anxious when listening to English, were low in English listening proficiency, were not confident in or satisfied with their English listening proficiency, and usually moderately used different types of strategies when listening to English; (2) compared with their female counterparts, the male students felt significantly more anxious when facing listening activities and less satisfied with their English listening proficiency, used significantly more often the memory/attention/understanding-related strategies and were less proficient in English, employed significantly more often ‘less active listener strategies’ (FLLSUS6), but significantly less frequently the strategies of negotiation for meaning (FLLSUS1), maintaining fluency (FLLSUS2), getting the gist (FLLSUS4), and nonverbal strategies (FLLSUS5), (3) all FLLAS (Foreign Language Listening Anxiety Scale) and FLLSUS (Foreign Language Listening Strategy Use Scale) scales were highly significantly correlated with each other and the students’ listening comprehension performance, and (4) FLLSUS6, FLLAS2, FLLAS3, FLLAS1, FLLSUS2, and FLLSUS1 were good predictors of English listening comprehension performance.
References
Abraham, R. G., & Vann, R. J. (1987). Strategies of two language learners: A case study. In A. Wenden& J. Rubin (Eds.), Learner strategies in language learning (pp. 85-102). Englewood Cliffs, NJ: Prentice Hall.
Atasheneh, N., & Izadi, A. (2012). The role of teachers in reducing/increasing listening comprehension test anxiety: a case of Iranian EFL learners. English Language Teaching, 5, 178-187.
Bailey, P., Daley, C. E., & Onwuegbuzie, A. J. (1999).Foreign language anxietyand learning style. Foreign Language Annals, 32, 63-76.
Bekleyen, N. (2007). An investigation of English teacher candidates’ problems related to listening skill. Electronic Journal of Social Sciences, 6(21), 91-105.
Bekleyen, N. (2009). Helping teachers become better English students: Causes, effects, and coping strategies for foreign language listening anxiety. System, 37, 664-675.
Brantmeier, C. (2005). Nonlinguistic variables in Advanced L2 reading:
Learner’s self-assessment and enjoyment. Foreign Language Annals, 38(4), 493-503.
Brown, T. A., Di Nardo, P. A., Lehman, C. L., & Campbell, L. A. (2001). Reliability of DSM-IV anxiety and mood disorders: Implications for the classification of emotional disorders. Journal of Abnormal Psychology, 110, 49-58.
Chang, A. C. (2008). Sources of listening anxiety in learning English as a foreign language. Perceptual and Motor Skills, 10(1), 21-34.
Cheng, Y. S., Horwitz, E. K., & D. L. Schallert. (1999). Language writing anxiety: Differentiating writing and speaking components. Language Learning, 49, 417-446.
Christenberry, B. (2003). Listening comprehension in the foreign language classroom. Retrieved from http://langlab.uta.edu/german/lana.rings/fall01gradstudents/2001pap erchristenberry.htm.
Cohen, A. D. (1998). Strategies in learning and using a second language. Harlow, England: Longman.
Collier, C. (2010). Framework for instructional intervention with diverse learners. RTI for diverse learners. Thousand Oaks, CA: Corwin Press.
Crookall, D., & R. L. Oxford. (1991). Dealing with anxiety: some practical activities for language learner and teacher trainees. In E. K. Horwitz & D. J. Young (Eds.). Language Anxiety: From Theory and Research to Classroom Implications (pp.141-150). Englewood Cliffs, NJ: Prentice Hall.
Dewaele, J.-M. (2007). The effect of multilingualism, sociobiographical, and situational factors on communicative anxiety and foreign language anxiety of mature language learners. The International Journal of Bilingualism, 11, 391-409.
Dewaele, J.-M. (2010). Multilingualism and affordances: Variation in self-perceived communicative competence and communicative anxiety in French L1, L2, L3, and L4. International Review of Applied Linguistics, 48, 105-129.
Dewaele, J. M. (2013). The link between foreign language classroom anxiety and psychoticism, extraversion, and neuroticism among adult bi- and multilinguals. The Modern Language Journal, 97(3), 670-684.
Ehrman, M.L., & Oxford, R.L. (1989). Effects of sex differences, career choice, and psychological type on adult language learning strategies. Modern Language Journal, 73 (1), 1–13.
Ehrman, M. E., & Oxford, R. L. (1995). Cognition plus: Correlates of Language learning success. The Modern Language Journal, 79, 67-89.
Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom.Modern Language Journal, 89, 206-222.
Ely, C. M. (1986). An analysis of discomfort, risk-taking, sociability, and motivation in the L2 classroom. Language Learning, 36, 1-25.
Fujita, J. (1984). An inquiry into the successful and unsuccessful listening strategies of students of college Japanese. Unpublished Ph.D dissertation. The Ohio State University, USA.
Goh, C. C. M. (2002). Exploring listening comprehension tactics and their interaction patterns. System, 30(2), 185-206.
Golchi, M. M. (2012). Listening anxiety and its relationship with listening strategy use and listening comprehension among Iranian IELTS learners. International Journal of English Linguistics, 2(4), 115-128.
Guiora, A. Z. (1983). Introduction: an epistemology for the language sciences. Language Learning, 33, 6-11.
Hayati, M., & Jalilifar, A. (2009). The impact of note-taking strategies on listening comprehension of EFL learners. English Language Teaching, 2(1), 101-111.
Ho, H. (2006). An investigation of listening strategy used among English major college students in Taiwan a case of Chaoyang University of Technology. Unpublished master thesis, Chaoyang University of Technology, Taiwan.
Hon-Nam, K., & Leavell, A. (2006). Language learning strategy use of ESL students in an intensive English learning context. System, 34, 399-415.
Horwitz, E. K. (1990). Attending to the affective domain in the foreign language classroom. In S. S. Magnam (ed.), Shifting the instructional focus to the learner (pp. 15-33). Middlebury, VT: Northeast Conference on the Teaching of Foreign Languages.
Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
Horwitz, E. K., Horwitz, M. B., & Cope, J. A., (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125-132.
In'nami, Y. (2006). The effects of test anxiety on listening test performance. System, 34(3), 317-340.
Jones, J. F. (2004). A cultural context for language anxiety. EA (English Australia) Journal, 21(2), 30-39
Kao, C. C. (2006). EFL listening comprehension strategies used by students at the Southern Taiwan university of technology. Unpublished Ph.D. dissertation, the University of South Dakota.
Kim, J. H. (2000). Foreign language listening anxiety: A study of Korean students learning English. Unpublished doctoral dissertation, the University of Texas, Austin.
Kimura, H. H. (2008). Foreign language listening anxiety: Its dimensionality and group differences. JALT Journal, 30(2), 173-195.
Ko, Y. A. (2010). The effects of pedagogical agents on listening anxiety and listening comprehension in an English as a foreign Language context. Unpublished doctoral Dissertation, Utah State University.
Koul, R., Roy, L., Kaewkuekool, S., Ploisawaschai, S. (2009). Multiple goal orientations and foreign language anxiety. System, 37, 676-688.
Lee, K.C. (2010). An overview of language learning strategies. Arecls, 7, 132-152
Legac, V. (2007). Foreign language anxiety and listening skill in Crotian monolingual and bilingual students of EFL. In J. Horváth& M. Nikolov (eds.), UPRT 2007: Empirical studies in English applied linguistics (pp. 217-243). Pécs: Lingua Franca Csoport.
Liu, M. (2009). Reticence and anxiety in oral English lessons. Bern: Peter Lang.
Liu, M. (2006).Anxiety in Chinese EFL students at different proficiency levels. System, 34(3), 301-316.
Liu, M., & Hu, Y. (2009). Reading anxiety in EFL classrooms: A case study.Proceedings of the 3rd International Symposium on Teaching English at Tertiary level (pp. 48-56). Hong Kong: Hong Kong Polytechnic University.
Liu, M., & Jackson, J. (2008). An Exploration of Chinese EFL Learners’ Unwillingness to Communicate and Foreign Language Anxiety. The Modern Language Journal, 92(1), 71-86.
Lu, Z., & Liu, M. (2011). Foreign language anxiety and strategy use: A study with Chinese undergraduate EFL learners. Journal of Language Teaching and Research, 2(6), 1298-1305.
Liu, M., & Zhang, W. (2011). An exploration of Chinese EFL learners’ foreign language anxiety, personality and self-esteem. Journal of Applied Linguistics, 5(2), 181-203.
MacIntyre, P.D. (1995). How does anxiety affect second language learning? A reply to Sparks and Ganshow. The Modern Language Journal, 79(1), 90-99.
MacIntyre, P. D. (1998). Language anxiety: A review of the research for language teachers.In D. J. Young (ed.), Affect in foreign language and second language learning (pp. 24-45). Boston: McGraw-Hill.
MacIntyre, P. D., & Gardner, R. C. (1994b). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44, 283-305.
Mendelsohn, D. J. (1994). Learning to listen: A strategy-based approach for the second-language learner. San Diego, CA: Dominie Press.
Naiman, N., Frohlich, M., Stern, H., & Todesco, A. (1978). The good language learner. Toronto, Ontario: Ontario Institute for Studies in Education.
Nakatani, Y. (2006). Developing an oral communication strategy inventory. The Modern Language Journal, 90, 151-168.
Nakatani, Y. (2010). Identifying strategies that facilitate EFL learners’ oral communication: A classroom study using multiple data collection procedures. The Modern Language Journal, 94, 116-136.
Noormohamadi, R. (2009). On the relationship between language learning strategies and foreign language anxiety. Journal of Pan-Pacific Association of Applied Linguistics, 13(1), 39-52.
O'Malley, J. M., & Chamot, A. (1990).Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle&Heinle, Inc.
Oxford, R. (1993). Research update on L2 Listening. System, 21, 205-211.
Oxford, R. (Ed.). (1996). Language learning strategies around the world: Cross-culturalperspectives. Honolulu: University of Hawai'i, Second Language Teaching and Curriculum Centre.
Pae, T. I. (2013). Skill-based L2 anxieties revisited: Their intra-relations and the inter-relations with general foreign language anxiety. Applied Linguistics, 34(2), 232-252.
Rasti, I. (2009). Iranian candidates’ attitude towards IELTS. Asian EFL Journal, 11(3), 110-155.
Richmond, V. P., & McCroskey, J. C. (1998). Communication: Apprehension, avoidance, and effectiveness (5thed). Needham Heights, MA: Allyn and Bacon.
Roussel, S. (2011).A computer assisted method to track listening strategies in second language learning. ReCALL, 23(2), 98-116.
Rubin, J. (1975). What the good language learner can teach us. TESOL quarterly, 9, 41-51.
Samaneh, S. S., & Noordin, N. (2013). Relationship among Iranian EFL students’ foreignlanguage anxiety, foreign language listening anxiety and their listening comprehension. English Language Teaching, 6(5), 1-12.
Scarcella, R. C., & Oxford, R. L. (1992).The tapestry of language learning: The individual in the communicative classroom. Boston: Heinle&Heinle.
Sioson, I. C. (2011). Language learning strategies, beliefs, and anxiety in academic speaking tasks. Philippine ESL Journal, 7, 3-27.
Stern, H. H. (1975). What can we learn from the good language learner? Canadian Modern Language Review, 31, 304-318.
Tran, T.V. (1988). Gender differences in English language acculturation and learning strategies among Vietnamese adults aged 40 and over in the United States. Gender Roles, 19, 747-758.
Wenden, A., & Rubin, J. (eds.). (1987). Learner strategies in language learning. Cambridge: Prentice-Hall.
Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning, 50, 203-243.
Vandergrift, L. (1997). The comprehension strategies of second language (French) listeners: A descriptive study. Foreign Language Annals, 30, 387-409.
Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiringsuccessfulstrategies. ELT Journal, 53,168-76.
Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53(3), 463-496.
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40, 191-210.
Vann, R. J., & Abraham, R. G. (1990). Strategies of unsuccessful language learners. TESOL Quarterly, 24(2), 177-198.
Vogely, A. J. (1998). Listening comprehension anxiety: Students’ reported sources andsolutions. Foreign Language Annals, 31, 67-80.
Yamashiro, A., & McLaughlin, J. (2001). Relationships among attitudes, motivation, anxiety, and English language proficiency in Japanese college students. In P. Robinson, M. Sawyer, & S. Ross (Eds.), JALT applied materials: Second language acquisition research in Japan (pp. 113-127). Tokyo: JALT.
Yan, X., & Horwitz, E. K. (2008).How anxiety interacts with other learner factors to influence language achievement: A theoretical model. Language Learning, 58, 151-183.
Young, D. J. (1992). Language anxiety from the foreign language specialists’ perspective: Interviews with Krashen, Omaggio Hadley, Terrell, and Rardin. Foreign Language Annals, 25, 157-172.
Zhang, X. (2013). Foreign language listening anxiety and listening performance: Conceptualizations and causal relationships. System, 43, 1-14.
Atasheneh, N., & Izadi, A. (2012). The role of teachers in reducing/increasing listening comprehension test anxiety: a case of Iranian EFL learners. English Language Teaching, 5, 178-187.
Bailey, P., Daley, C. E., & Onwuegbuzie, A. J. (1999).Foreign language anxietyand learning style. Foreign Language Annals, 32, 63-76.
Bekleyen, N. (2007). An investigation of English teacher candidates’ problems related to listening skill. Electronic Journal of Social Sciences, 6(21), 91-105.
Bekleyen, N. (2009). Helping teachers become better English students: Causes, effects, and coping strategies for foreign language listening anxiety. System, 37, 664-675.
Brantmeier, C. (2005). Nonlinguistic variables in Advanced L2 reading:
Learner’s self-assessment and enjoyment. Foreign Language Annals, 38(4), 493-503.
Brown, T. A., Di Nardo, P. A., Lehman, C. L., & Campbell, L. A. (2001). Reliability of DSM-IV anxiety and mood disorders: Implications for the classification of emotional disorders. Journal of Abnormal Psychology, 110, 49-58.
Chang, A. C. (2008). Sources of listening anxiety in learning English as a foreign language. Perceptual and Motor Skills, 10(1), 21-34.
Cheng, Y. S., Horwitz, E. K., & D. L. Schallert. (1999). Language writing anxiety: Differentiating writing and speaking components. Language Learning, 49, 417-446.
Christenberry, B. (2003). Listening comprehension in the foreign language classroom. Retrieved from http://langlab.uta.edu/german/lana.rings/fall01gradstudents/2001pap erchristenberry.htm.
Cohen, A. D. (1998). Strategies in learning and using a second language. Harlow, England: Longman.
Collier, C. (2010). Framework for instructional intervention with diverse learners. RTI for diverse learners. Thousand Oaks, CA: Corwin Press.
Crookall, D., & R. L. Oxford. (1991). Dealing with anxiety: some practical activities for language learner and teacher trainees. In E. K. Horwitz & D. J. Young (Eds.). Language Anxiety: From Theory and Research to Classroom Implications (pp.141-150). Englewood Cliffs, NJ: Prentice Hall.
Dewaele, J.-M. (2007). The effect of multilingualism, sociobiographical, and situational factors on communicative anxiety and foreign language anxiety of mature language learners. The International Journal of Bilingualism, 11, 391-409.
Dewaele, J.-M. (2010). Multilingualism and affordances: Variation in self-perceived communicative competence and communicative anxiety in French L1, L2, L3, and L4. International Review of Applied Linguistics, 48, 105-129.
Dewaele, J. M. (2013). The link between foreign language classroom anxiety and psychoticism, extraversion, and neuroticism among adult bi- and multilinguals. The Modern Language Journal, 97(3), 670-684.
Ehrman, M.L., & Oxford, R.L. (1989). Effects of sex differences, career choice, and psychological type on adult language learning strategies. Modern Language Journal, 73 (1), 1–13.
Ehrman, M. E., & Oxford, R. L. (1995). Cognition plus: Correlates of Language learning success. The Modern Language Journal, 79, 67-89.
Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom.Modern Language Journal, 89, 206-222.
Ely, C. M. (1986). An analysis of discomfort, risk-taking, sociability, and motivation in the L2 classroom. Language Learning, 36, 1-25.
Fujita, J. (1984). An inquiry into the successful and unsuccessful listening strategies of students of college Japanese. Unpublished Ph.D dissertation. The Ohio State University, USA.
Goh, C. C. M. (2002). Exploring listening comprehension tactics and their interaction patterns. System, 30(2), 185-206.
Golchi, M. M. (2012). Listening anxiety and its relationship with listening strategy use and listening comprehension among Iranian IELTS learners. International Journal of English Linguistics, 2(4), 115-128.
Guiora, A. Z. (1983). Introduction: an epistemology for the language sciences. Language Learning, 33, 6-11.
Hayati, M., & Jalilifar, A. (2009). The impact of note-taking strategies on listening comprehension of EFL learners. English Language Teaching, 2(1), 101-111.
Ho, H. (2006). An investigation of listening strategy used among English major college students in Taiwan a case of Chaoyang University of Technology. Unpublished master thesis, Chaoyang University of Technology, Taiwan.
Hon-Nam, K., & Leavell, A. (2006). Language learning strategy use of ESL students in an intensive English learning context. System, 34, 399-415.
Horwitz, E. K. (1990). Attending to the affective domain in the foreign language classroom. In S. S. Magnam (ed.), Shifting the instructional focus to the learner (pp. 15-33). Middlebury, VT: Northeast Conference on the Teaching of Foreign Languages.
Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
Horwitz, E. K., Horwitz, M. B., & Cope, J. A., (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125-132.
In'nami, Y. (2006). The effects of test anxiety on listening test performance. System, 34(3), 317-340.
Jones, J. F. (2004). A cultural context for language anxiety. EA (English Australia) Journal, 21(2), 30-39
Kao, C. C. (2006). EFL listening comprehension strategies used by students at the Southern Taiwan university of technology. Unpublished Ph.D. dissertation, the University of South Dakota.
Kim, J. H. (2000). Foreign language listening anxiety: A study of Korean students learning English. Unpublished doctoral dissertation, the University of Texas, Austin.
Kimura, H. H. (2008). Foreign language listening anxiety: Its dimensionality and group differences. JALT Journal, 30(2), 173-195.
Ko, Y. A. (2010). The effects of pedagogical agents on listening anxiety and listening comprehension in an English as a foreign Language context. Unpublished doctoral Dissertation, Utah State University.
Koul, R., Roy, L., Kaewkuekool, S., Ploisawaschai, S. (2009). Multiple goal orientations and foreign language anxiety. System, 37, 676-688.
Lee, K.C. (2010). An overview of language learning strategies. Arecls, 7, 132-152
Legac, V. (2007). Foreign language anxiety and listening skill in Crotian monolingual and bilingual students of EFL. In J. Horváth& M. Nikolov (eds.), UPRT 2007: Empirical studies in English applied linguistics (pp. 217-243). Pécs: Lingua Franca Csoport.
Liu, M. (2009). Reticence and anxiety in oral English lessons. Bern: Peter Lang.
Liu, M. (2006).Anxiety in Chinese EFL students at different proficiency levels. System, 34(3), 301-316.
Liu, M., & Hu, Y. (2009). Reading anxiety in EFL classrooms: A case study.Proceedings of the 3rd International Symposium on Teaching English at Tertiary level (pp. 48-56). Hong Kong: Hong Kong Polytechnic University.
Liu, M., & Jackson, J. (2008). An Exploration of Chinese EFL Learners’ Unwillingness to Communicate and Foreign Language Anxiety. The Modern Language Journal, 92(1), 71-86.
Lu, Z., & Liu, M. (2011). Foreign language anxiety and strategy use: A study with Chinese undergraduate EFL learners. Journal of Language Teaching and Research, 2(6), 1298-1305.
Liu, M., & Zhang, W. (2011). An exploration of Chinese EFL learners’ foreign language anxiety, personality and self-esteem. Journal of Applied Linguistics, 5(2), 181-203.
MacIntyre, P.D. (1995). How does anxiety affect second language learning? A reply to Sparks and Ganshow. The Modern Language Journal, 79(1), 90-99.
MacIntyre, P. D. (1998). Language anxiety: A review of the research for language teachers.In D. J. Young (ed.), Affect in foreign language and second language learning (pp. 24-45). Boston: McGraw-Hill.
MacIntyre, P. D., & Gardner, R. C. (1994b). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44, 283-305.
Mendelsohn, D. J. (1994). Learning to listen: A strategy-based approach for the second-language learner. San Diego, CA: Dominie Press.
Naiman, N., Frohlich, M., Stern, H., & Todesco, A. (1978). The good language learner. Toronto, Ontario: Ontario Institute for Studies in Education.
Nakatani, Y. (2006). Developing an oral communication strategy inventory. The Modern Language Journal, 90, 151-168.
Nakatani, Y. (2010). Identifying strategies that facilitate EFL learners’ oral communication: A classroom study using multiple data collection procedures. The Modern Language Journal, 94, 116-136.
Noormohamadi, R. (2009). On the relationship between language learning strategies and foreign language anxiety. Journal of Pan-Pacific Association of Applied Linguistics, 13(1), 39-52.
O'Malley, J. M., & Chamot, A. (1990).Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle&Heinle, Inc.
Oxford, R. (1993). Research update on L2 Listening. System, 21, 205-211.
Oxford, R. (Ed.). (1996). Language learning strategies around the world: Cross-culturalperspectives. Honolulu: University of Hawai'i, Second Language Teaching and Curriculum Centre.
Pae, T. I. (2013). Skill-based L2 anxieties revisited: Their intra-relations and the inter-relations with general foreign language anxiety. Applied Linguistics, 34(2), 232-252.
Rasti, I. (2009). Iranian candidates’ attitude towards IELTS. Asian EFL Journal, 11(3), 110-155.
Richmond, V. P., & McCroskey, J. C. (1998). Communication: Apprehension, avoidance, and effectiveness (5thed). Needham Heights, MA: Allyn and Bacon.
Roussel, S. (2011).A computer assisted method to track listening strategies in second language learning. ReCALL, 23(2), 98-116.
Rubin, J. (1975). What the good language learner can teach us. TESOL quarterly, 9, 41-51.
Samaneh, S. S., & Noordin, N. (2013). Relationship among Iranian EFL students’ foreignlanguage anxiety, foreign language listening anxiety and their listening comprehension. English Language Teaching, 6(5), 1-12.
Scarcella, R. C., & Oxford, R. L. (1992).The tapestry of language learning: The individual in the communicative classroom. Boston: Heinle&Heinle.
Sioson, I. C. (2011). Language learning strategies, beliefs, and anxiety in academic speaking tasks. Philippine ESL Journal, 7, 3-27.
Stern, H. H. (1975). What can we learn from the good language learner? Canadian Modern Language Review, 31, 304-318.
Tran, T.V. (1988). Gender differences in English language acculturation and learning strategies among Vietnamese adults aged 40 and over in the United States. Gender Roles, 19, 747-758.
Wenden, A., & Rubin, J. (eds.). (1987). Learner strategies in language learning. Cambridge: Prentice-Hall.
Wharton, G. (2000). Language learning strategy use of bilingual foreign language learners in Singapore. Language Learning, 50, 203-243.
Vandergrift, L. (1997). The comprehension strategies of second language (French) listeners: A descriptive study. Foreign Language Annals, 30, 387-409.
Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiringsuccessfulstrategies. ELT Journal, 53,168-76.
Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53(3), 463-496.
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40, 191-210.
Vann, R. J., & Abraham, R. G. (1990). Strategies of unsuccessful language learners. TESOL Quarterly, 24(2), 177-198.
Vogely, A. J. (1998). Listening comprehension anxiety: Students’ reported sources andsolutions. Foreign Language Annals, 31, 67-80.
Yamashiro, A., & McLaughlin, J. (2001). Relationships among attitudes, motivation, anxiety, and English language proficiency in Japanese college students. In P. Robinson, M. Sawyer, & S. Ross (Eds.), JALT applied materials: Second language acquisition research in Japan (pp. 113-127). Tokyo: JALT.
Yan, X., & Horwitz, E. K. (2008).How anxiety interacts with other learner factors to influence language achievement: A theoretical model. Language Learning, 58, 151-183.
Young, D. J. (1992). Language anxiety from the foreign language specialists’ perspective: Interviews with Krashen, Omaggio Hadley, Terrell, and Rardin. Foreign Language Annals, 25, 157-172.
Zhang, X. (2013). Foreign language listening anxiety and listening performance: Conceptualizations and causal relationships. System, 43, 1-14.
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