Foreign Language Listening Anxiety: A Self-Presentational View

Kimura, Harumi

doi:10.1080/10904018.2016.1222909

Cited by 20 publications

(7 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To date, more research has been conducted on listening in second or foreign language (Alavi and Janbaz 2014;Bodie and Worthington 2010;Harding et al 2015;Kimura 2016;KÖk 2017;Roussel et al 2017;Vandergrift 1997Vandergrift , 2006Vandergrift , 2007. In particular, more and more research has been conducted on IELTS since the IELTS research program started in 1995, so that more than 110 empirical studies have received grant so far (Nakatsuhara et al 2017); however, to date, there has been a paucity of research in the field of IELTS listening and just fewer bodies of research (e.g., Aryadoust 2011Aryadoust , 2012Aryadoust , 2013Badger and Yan 2006;Field 2005;Harding et al 2015;Phakiti 2016;Winke and Lim 2014) have been conducted on IELT LCT as far as we are aware of.…”

mentioning

confidence: 99%

Validity of the listening module of international English language testing system: multiple sources of evidence

2018

View full text Add to dashboard Cite

Background: A critical issue in International English Language Testing System (IELTS) lies in the significance of the validity of IELTS listening comprehension test (hereafter IELTS LCM). However IELTS listening validity has been investigated, it has not been investigated with reference to multiple sources of evidence regarding item internal factors. To bridge this gap, we investigated its construct validity with use of structural equation modelling (SEM) and assessed differential item functioning (DIF) through cognitive diagnostic modelling (CDM) and Mantel Haenszel (MH). Methods: In this study, first, the participants signed a consent form for participation in the study; then, 480 participants were administered a proficiency test designed by the university of Cambridge; next, out of 480 participants, 463 participants were administered a 40-item IELTS LCT developed by the University of Cambridge. Finally, the data were analyzed with use of LISREL for probing the construct validity of the test; also, for detecting the potential DIF items, MH and CDM were used to make the results of DIF related findings more reliable. Results: The results of the first study confirmed an appropriate model fit, so that all four constructs, i.e., gap filling, diagram labelling, multiple choice and short answer on IELTS LCT, had a statistically significant contribution to IELTS LCT. However, construct-related evidence may not lead to the whole validity. This given, the second study examined the DIF items to argue the validity of IELTS LCT: MH detected 15 DIF items and CDM detected at least 6 DIF items and at most 12 DIF items. Conclusions: Due to its international nature and worldwide evaluative contribution, IELTS needs to have approximately (not absolutely) a stable factor structure, so that it should be invariant across populations and various cultures. More naturally, a test highly valid in one context might suffer from some degree of invalidity with some related constructs in another context. This in mind, our perspective in this research is not recommended to be taken as a one-size-fits-all model: Neither generalization nor claim is made based on the present study.

show abstract

mentioning

confidence: 99%

Validity of the listening module of international English language testing system: multiple sources of evidence

2018

View full text Add to dashboard Cite

show abstract

“…The wide divergence between the measure and theoretical defining of FL listening anxiety may be associated with the replication of FL listening anxiety scales or re-analysis of the dimensionality of FL listening anxiety scales. For example, it was found that Kim’s (2000) FLLAS was re-analyzed the dimensionality of FL listening anxiety by Kimura (2008 , 2011) and revised by Wang (2010) and Yamauchi (2014b) . A total of two new themes were generated from the re-analysis of dimensionality: sources of anxiety and FL listening ability .…”

Section: Resultsmentioning

confidence: 99%

“…But the general situation without a specified defining or explanation cannot demonstrate a specific role of FL listening anxiety in a given situation. Different from the psychological and situation-specific approaches to listening anxiety, the social approach claimed that FL listening anxiety was socially constructed because listening input was not limited to one-way listening, but was received from communicative and social events ( Kimura, 2011 ).…”

Section: Introductionmentioning

confidence: 99%

A Systematic Review of Foreign Language Listening Anxiety: Focus on the Theoretical Definitions and Measurements

Qin

2022

Front. Psychol.

View full text Add to dashboard Cite

A considerable amount of research on foreign language (FL) listening anxiety has emerged since 1986, yet a lack of sufficient attention on the conceptual definitions of FL listening anxiety and inappropriate employment of instruments to measure FL listening anxiety cause confusion in the research to a certain extent. This study presents a systematic review of 35 years of FL listening anxiety research. After initially searching 2,172 studies in 7 databases, 76 studies were identified for in-depth analysis. The results verified that the definitions of FL listening anxiety can be categorized into psychological, social, and situation-specific approaches, but the measure of FL listening anxiety was not only examined under these three approaches, but also additionally examined by sources of anxiety, learner characteristics, FL listening ability, and physiological factors. The results also showed that the definition of FL listening anxiety was not clear-cut nor that the measure was accurate, and to a great extent, the measure and the definition were inconsistent. This inconsistency can attribute to conceptual fuzziness in theoretical defining and casual utilization of scales without justification or explanation. We argue that future research needs to provide a tighter link between a more precise definition based on different situations and a valid measure of FL listening anxiety.

show abstract

“…Listening is one of the most important skills that need to be acquired by L2 learners. This skill is essential to communicate with other people and to facilitate the learning of other language skills (Kimura, 2017). Language learners, however, sometimes experience foreign language anxiety, a complex mixture of one's belief, feeling, self-perception and behaviour toward the process of language learning (Horwitz & Cope, 1986).…”

Section: Introductionmentioning

confidence: 99%

“…Language learners, however, sometimes experience foreign language anxiety, a complex mixture of one's belief, feeling, self-perception and behaviour toward the process of language learning (Horwitz & Cope, 1986). Research suggests that anxiety disadvantages the performance of foreign language learners as learners with a high level of anxiety tend to not perform better than the less anxious learners (Kimura, 2017;MacIntyre, 1999;Pappamihiel, 2002;Shao & Ji, 2013;Spielmann & Radnofsky, 2001). The reason why anxiety prevents the process of language learning is that L2 speakers with high level of anxiety interfere the flow of information in their cognitive processing (MacIntyre, 1999;Shao et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

English Listening Anxiety of Indonesian Speakers

Sari

Rindawati²

2021

Lingua Didaktika

View full text Add to dashboard Cite

Research on foreign language anxiety among Indonesian learners of English has gained some attention thus far. However, few studies have examined specifically English listening anxiety of Indoensian speakers. Previous research in other countries has suggested a number of variables contributing to the foreign language anxiety. Taking into consideration some of the factors that are distinctive for Indonesian learners’ contexts, this present study aims to find out the relationship between number of languages learned or acquired by the learners, gender of the learners, the learners’ English self-rating proficiency, and length of residence of the learners in the target language country with L2 listening anxiety of Indonesian learners of English. This study involved Foreign Language Listening Anxiety Scale (FLLAS) data that were obtained from 109 Indonesian university students and were analyzed quantitatively using Pearson’s correlation, Spearman’s rho, and one-way ANOVAs. The finding shows that there is a significant negative correlation between Indonesian learners of English listening anxiety with the learners’ length of residence in the target language country and the learners’ English self-rating proficiency. The significant difference in terms of length of residence in the target language country especially lied in between the no residence group and <1-year group, and between no residence group and >1 year. In the English self-rating, the significant difference lied in between Intermediate and advanced groups.

show abstract

Foreign Language Listening Anxiety: A Self-Presentational View

Cited by 20 publications

References 45 publications

Validity of the listening module of international English language testing system: multiple sources of evidence

Validity of the listening module of international English language testing system: multiple sources of evidence

A Systematic Review of Foreign Language Listening Anxiety: Focus on the Theoretical Definitions and Measurements

English Listening Anxiety of Indonesian Speakers

Contact Info

Product

Resources

About