The Effect of Listening Strategy Instruction on Second Language Listening Anxiety and Self-Efficacy of Iranian EFL Learners. (June 2020)

• Record Type: Journal Article
• Authors: Fathi, Jalil; Derakhshan, Ali; Torabi, Saeede
• Is Part Of: SAGE Open. Volume 10:Number 2(2020:Apr./Jun.)
• Publication Date: 2020-06
• Subjects: EFL -- listening anxiety -- listening self-efficacy -- listening strategies -- strategy instruction; Social sciences -- Periodicals; 300.5
• DOI: 10.1177/2158244020933878
• Languages: English
• ISSNs: 2158-2440

Abstract

The aim of the present study was to evaluate the effectiveness of listening strategy instruction on second language (L2) listening comprehension ability, listening anxiety, and listening self-efficacy of Iranian English as a foreign language (EFL) learners. To this end, a sample of 52 English major learners of two intact classes from a university in Iran was employed as the participants of the study. The intact groups were randomly assigned to an experimental group and a control group. The experimental group ( N = 27) received the listening strategy instruction based on the framework proposed by Yeldham and Gruba, whereas the participants in the control group ( N = 25) were instructed traditionally without receiving any strategy instruction. To collect the required data, the listening section of the International English Language Testing System (IELTS), Foreign Language Listening Anxiety Scale (FLLAS), and Second Language Listening Self-Efficacy Questionnaire (SLLSQ) were administered to assess the listening comprehension, listening anxiety, and listening self-efficacy of the learners before and after the intervention. The findings of the study indicated that listening strategy instruction significantly improved learners' listening comprehension ability and reduced learners' L2 listening anxiety. However, it was revealed that listening strategy intervention failed to significantly improve L2 listening self-efficacy of the learners. In light of the gained results, the implications of this study are discussed with respect to L2 teachers, learners, and curriculum developers.