1. Listening Comprehension and
Anxiety in the Arabic Language
Classroom
Company
LOGO
Presenter ： Adam Wang
Adviser ： Dr. Pi-Ying Teresa
Hsu
Date ： October 21, 2013

2. Citation
Elkhafaifi, H. (2005). Listening Comprehension
and Anxiety in the Arabic Language Classroom.
The Modern Language Journal, 89(2), 206-220.
2

3. Contents
1
2
Literature Review
3
Methodology
4
Results
5
Discussion
6
3
Introduction
Reflection

4. Introduction
4

5. Introduction
 Definition of terms
LCTL = less commonly taught languages
FLCAS = Foreign Language Classroom Anxiety Scale
FLLAS = Foreign Language Listening Anxiety Scale
5

6. Introduction
 Background
Anxiety plays an important role in foreign language (FL) students’
classroom performance, and its potentially detrimental effect on
learners in foreign or second language (FL) classes has concerned FL
educators for years.
6

7. Introduction
 Gap
There are some published studies concerning the issue of
listening anxiety in FLs, but none has examined FL learning
anxiety or listening anxiety in Arabic.
7

8. Introduction
 Purpose of the study
a. To determine whether general FL anxiety and listening anxiety
are separate phenomena in the Arabic language classroom
b. To examine correlates of learning and listening anxiety and to
evaluate the differences in these two types of anxiety across
learner characteristics and type of Arabic course
8

9. Introduction
 Research Questions
QuestQuestion 3 son Corson ion)
ion 2 ion (Pear r elat
Quest (Pear1 (ANOVA)
Cor r elat ion)
Are FL learning anxiety and listening anxiety
Do FL levels of learning anxiety and
levels correlation with achievement (course grade and
listening anxiety differ across categories of
listening comprehension anxietyand academic
grade)
Does listening course, andexist as a
gender, level of Arabic
course type
experience (year in school and level of Arabic course)?
(elective, required,distinguishable
phenomenon or major)?
general FL learning anxiety?
9
from

10. Literature Review
10

11. Literature Review
Bailey (1983) explored the correlation between anxiety and
learners’ performance and concluded that a high level of anxiety
could have adverse effects on student’s FL performance.
(Bailey, 1983)
Spielmann and Radnofsky (2001) concluded that anxiety has a
detrimental effect on language acquisition.
(Spirlmann & Radnofsky, 2001).
11

12. Literature Review
Depending on the individual, anxious FL learners may express
their feelings through avoidance behavior, such as skipping
language class, failing to prepare for class or avoiding eye
contact with the instructor.
(Bailey, 1983)
12

13. Methodology
13

14. Methodology
 Participants
107
male
14
126
f emale

15. Methodology
 Instrument
15

16. Methodology
 Foreign Language Classroom Anxiety Scale
(FLCAS)
16

17. Methodology
 Foreign Language Listening Anxiety Scale
(FLLAS)
17

18. Methodology
 Procedure
18

19. Results
19

20. Results
Quest ion 1 (Pear son
Cor r elat ion)
The Pearson r (see Table 3)
Does listening anxiety exist as a
indicateddistinguishable from
a significant positive
phenomenon
relationship between the two
general FL learning anxiety?
scales (r = .66, p < .01).
20

21. Results
Q uest ion 2 (Pear son
Cor r elat ion)
Are FL learning anxiety and listening
anxiety levels correlation with achievement
(course grade and listening comprehension
grade) and academic experience (year in school
and level of Arabic course)?
21

22. Year in School. There was a small, but
Listening Grade The results in Table 3
Results
statistically significant negative correlation
show a significant negative correlation
(see Table 3) between listening anxiety and
between listening anxiety (FLLAS) and
the final listening comprehension grade
the participant’s year of postsecondary
instruction (r = −.13, p < .05).
(r=-.70, p <.01)
Level of Arabic Course. Theshows a
General Grade Table 3 data revealed a
small, but statistically significant negative
significant negative correlation
correlation (see Table 3) between listening
between listening anxiety and course (r
the
anxiety and the level of the Arabic
final general grade (r = −.65, p < .
=−.19, p < .01).
01).
22

23. ListeningGrade. The results also showed a
Table
Year in School. There resultssmall, but 3)
General Grade. The was a (see Results
Level of Arabic Course. There was a small
showed a significant negative correlation
statisticallynegative correlation between FL
significant significant negative correlation
but statistically significant negative
betweenand the Table 3) between the
(see Table 3)anxiety (FLCAS) andFL = final
anxiety FL between FL learning anxiety
correlation (see final course grade (r −.54,
listening comprehension grade (r < .05).
and the year in school (r level of p= −.53, p
p < .01).
learning anxiety and the = −.15, the Arabic
< .01).
course (r = −.22, p < .01).
23

24. Results
Q uest ion 3 (ANOVA)
Do FL levels of learning anxiety and
listening anxiety differ across categories of
gender, level of Arabic course, and course type
(elective, required, or major)?
24

25.  Main Effect 1 : Level of Arabic study.
25

26.  Main Effect 2 : Gender
26

27.  Main Effect 3 : Course Type
27

28. Discussion
28

29. Discussion
For both listening and FL learning anxiety, small, but
statistically significant negative correlations between
anxiety and the student’s year in school emerged.
29

30. Reflection
30

31. Reflection
31

32. Questionnaire
 English Listening Comprehension Strategy Questionnaire
32

33. Questionnaire
 English Listening Comprehension Strategy Questionnaire
33

34. Questionnaire
 Foreign Language Listening Anxiety Scale
(FLLAS)
34

35. 35