Listening Anxiety Among Female ESL Students
A Case from Pakistani Girls College
DOI:
https://doi.org/10.5281/zenodo.14996669Abstract
Abstract Views: 502
English language users are increasing rapidly in Pakistan due to several benefits attached to the English language in education, economy, and media. Even though learners are taught the compulsory subject of English language till the degree level, they face difficulties in four rudimentary language skills: listening, reading, writing, and speaking. The present study emphasizes the listening anxiety of English language learners in the Pakistani ESL context with a specific focus on the impact of listening practice on listening anxiety in Pakistani ESL female undergraduate students. Following the pre and post-test design, the listening anxiety levels of the participants were measured before and after the listening practice. The study sample comprised one hundred and fifty undergraduate students of a public sector girls' college in Karachi, Pakistan. The data were collected through a developed scale ‘Foreign Language Listening Anxiety Scale’ (FLLAS) and analysed using the statistical procedure. Two-tailed paired sample t-test and Pearson correlation were run to check the relationship between pre- and post-listening data. The findings reveal a significant decrease in listening anxiety and a negative correlation between listening practice and listening anxiety. The study concludes that second language listening practice has a significant positive effect on language listening anxiety.
Keywords:
ESL, Female students, Listening anxiety, Listening practice, Undergraduate levelReferences
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