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Listening Anxiety Experienced by English Language Learners: A Comparison between Iranian and Turkish Teacher Candidates

Author

Listed:
  • Elham Kavandi

    (Zanjan University of Medical Sciences, Iran)

  • Nikou Davarpanah

    (Islamic Azad University of Zanjan, Iran)

Abstract

This study focuses on the listening anxiety experienced by teacher candidates (TCs) in Iran and Turkey. Using different data collection methods, including two questionnaires, listening test, and semi-structured interviews, this study tried to investigate the factors behind Foreign Language Listening Anxiety (FLLA) among Iranian teacher candidates (TCs). The participants of the study in Iran context were 29 teacher candidates studying at BA level in English Language Teaching. All of the participants were asked to complete these two questionnaires with the background information regarding their age, gender, years of language study. The participants’ answers to FLLAS and FLCAS were analyzed with spss to obtain frequencies and percentages. The results were compared to the same study by Bekleyen. The findings revealed that Iranian TCs experienced a high level of FLLA compared to Turkish TCs and showed a significant positive correlation between FLLA and FLCA, which means that teacher candidates with higher levels of language anxiety tended to have higher levels of listening anxiety. In addition, interview data suggested that Iranian and Turkish participants’ FLLA mostly originated from the same source: inadequacy of past education in listening skill. Furthermore, practice was the most frequent strategy used by participants in these two countries to overcome this kind of anxiety.

Suggested Citation

  • Elham Kavandi & Nikou Davarpanah, 2021. "Listening Anxiety Experienced by English Language Learners: A Comparison between Iranian and Turkish Teacher Candidates," English Literature and Language Review, Academic Research Publishing Group, vol. 7(1), pages 29-33, 03-2021.
    • Handle: RePEc:arp:ellrar:2021:p:29-33
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