1. Company LOGO
The Role of Teachers in
Reducing/Increasing Listening
Comprehension Test Anxiety: A Case of
Iranian EFL Learners
Presenter ： Adam Wang
Instructor ： Dr. Pi-Ying
Teresa Hsu
Date ： April 29, 2013

2. Citation
 Izadi, A., & Atasheneh, N. (2012). The Role of Teachers in
Reducing/Increasing Listening Comprehension Test Anxiety:
A Case of Iranian EFL Learners. English Language Teaching,
5(3), 178-187.
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3. Contents
Introduction1
Literature Review2
Methodology3
Results4
Conclusions5
Reflections6
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4. Introduction
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5. Introduction
Background
Many students blame anxiety as the blocking factor in
concentrating on the test items and hence triggering poor
performance on their exam.
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6. Introduction
Purpose of the study
To investigate the influence of foreign language anxiety and
whether teachers can play a role in reducing students’ foreign
language listening anxiety
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7. Introduction
Research Questions
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8. Literature
Review
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9. Literature Review
MacIntyre and Gardner (1994) define foreign language learning
anxiety as “the feeling of tension and apprehension especially
associated with second language context, including speaking,
listening, reading and writing“.
(MacIntyre & Gardner, 1994, p.288-290).
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10. Literature Review
“Anxious students are likely to experience mental block, negative
self-talk and ruminate over a poor performance which affects
their ability to process information in language learning
contexts”.
(MacIntyre & Gardner, 1991a, p.87).
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11. Methodology
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12. Methodology
Participants
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13. Methodology
Materials
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14. Methodology
 Foreign Language Class Anxiety Scale (FLCAS)
A scale developed by Horwtiz, Horwitz, and Cope, was
used to be correlated with the testers’ scores in listening
comprehension test.
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15. Methodology
 Foreign Language Class Anxiety Scale (FLCAS)
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Strong agree
Agree
Neither agree nor disagree
Disagree
Strong disagree

16. Methodology
Procedure
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17. Methodology
Procedure
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18. Methodology
Procedure
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19. Results
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20. Results & Findings
 Q1 ： What is the relationship between Iranian EFL students’
foreign language class anxiety and listening
comprehension?
The results showed a moderate but significant negative
correlation between FLCAS and listening comprehension
(r=-.469).
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21. Results & Findings
 Q2 ： What roles can teachers play in reducing the
amount of anxiety triggered in foreign language
listening situations?
The high anxious informants had a significant
improvement in the second listening comprehension test
results due to the reduction of their level of anxiety in
the treatment session.
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22. Conclusion &
Reflection
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23. Conclusion
 Those students who are susceptible to anxiety, are involved in
their self-deprecatory thoughts, worry and tension rather than
focusing on what is being told to them in a language class or
the questions on a test situation.
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24. Reflection
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25. Thank you for listening.
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