EXPLORING THE RELATIONSHIP BETWEEN LISTENING ANXIETY, LISTENING STRATEGIES AND LISTENING COMPREHENSION
DOI:
https://doi.org/10.24252/elite.v13i1.62528Keywords:
English Language Teaching, Listening anxiety,, Listening strategies,, Listening comprehension, Students AnxietyAbstract
This study aims to explore the relationship between listening anxiety, listening strategies, and listening comprehension among undergraduate students in an English Education Study Program. A mixed-method approach was employed, integrating quantitative and qualitative data. A total of 39 students completed Likert-scale questionnaires, and 19 students participated in semi-structured interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were thematically analyzed to enrich the interpretation of the findings. The results indicate that students generally experience a relatively high level of listening anxiety, particularly when faced with fast speech, unfamiliar accents, and time pressure. Nevertheless, students demonstrated the use of various listening strategies, such as focusing on main ideas, utilizing contextual clues, and taking notes. Students’ listening comprehension was generally good, especially in identifying main ideas and specific information, though challenges remained in interpreting implied meanings and understanding relationships between ideas. This study contributes by providing an integrated perspective on listening anxiety, strategy use, and comprehension, which are often examined separately. The findings highlight the potential interplay between affective and strategic factors and emphasize the importance of incorporating strategy-based instruction and anxiety-management practices into English listening instruction.
Downloads
References
Adi, M., Nasrullah, & Rosalina, E. (2024). Descriptive Study of Fourth Semester Students ’ Listening Comprehension Problems in Academic Years 2020 / 2021. 6(3), 19–30. http://103.81.100.242/index.php/gej/article/view/2991
Ali, A., & Hameed, D. T. (2020). The Relationship Between Listening Anxiety Among Iraqi EFL University Students’ And Their Performance In Listening Comprehension. Modern Language Teaching and Learning, 1(6), 1. https://doi.org/10.32894/1911-015-001-024
Astrid, A., Khodijah, N., Zuhdiyah, Z., & Yuliyanti, A. Y. (2024). Indonesian EFL Students’ Anxiety Factors and Solutions for Listening Comprehension: Multiple Case Study. Studies in English Language and Education, 11(1), 41–58. https://doi.org/10.24815/siele.v11i1.30976
Chen, S., Wallace, M. P., Ieng, H. S., Chen, Y., Lam, W. K., & Correia de Oliveira, S. (2023). Foreign Language Listening Comprehension and Listening Anxiety. Teaching English as a Second or Foreign Language--TESL-EJ, 27(2), 1–19. https://doi.org/10.55593/ej.27106a9
Chriswiyati, E. P., & Subekti, A. S. (2022). Indonesian L2 learners’ listening anxiety and socio-affective listening strategy: A survey study. Englisia: Journal of Language, Education, and Humanities, 9(2), 32. https://doi.org/10.22373/ej.v9i2.10708
Darul, U. I., Volume, U. L., & Revised, U. L. (2021). Metacognitive Strategies Instruction and its Relationship With Listening Anxiety and Listening Comprehension. 6(1), 40–46. https://doi.org/10.52166/edulitics.v6i1.1914
Fanandi, F. B. (2022). The EFL Students Internal Factor Causing Critical Listening Anxiety at IAIN Palangka Raya. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10(1), 489–508. https://doi.org/10.24256/ideas.v10i1.2700
Fathi, J., Derakhshan, A., & Torabi, S. (2020). The Effect of Listening Strategy Instruction on Second Language Listening Anxiety and Self-Efficacy of Iranian EFL Learners. SAGE Open, 10(2). https://doi.org/10.1177/2158244020933878
Ghahri, S., & Zarei, A. A. (2022). The Effect of Prelistening Activity Types on Listening Comprehension and Listening Anxiety. 9, 93–118. https://doi.org/10.30479/jmrels.2022.16910.2030
Hidayah, K. T., & Gunawan, M. H. (2025). Exploring EFL Students’ Difficulties in Listening Comprehension: A Study on Common Challenges and Strategies. 7(2), 88–105. https://doi.org/10.37742/jela.v7i2.163
Huwaidah, F. S. (2024). The Correlation Between Student Listening Anxiety and Listening Comprehension Skill in Critical Listening Class. English Journal, 18(2), 123–134. https://ejournal.uika-bogor.ac.id/index.php/ENGLISHDOI:https://doi.org/10.32832/english.v18i2.17586
Kang, Y. (2022). A Study on the Relationship between the Indirect Strategies and Listening Anxiety. 302–314. https://doi.org/10.32996/jhsss
Lubis, B. N. A., Daulay, I. K., & Husda, A. (2025). The Influence of the Implementation of Extracurricular Activities of the Islamic Propagation Agency on the Practice of Religious Worship at Mutia Rahma Bulu Cina Middle School , Hamparan Perak District. 5(1), 211–215. https://doi.org/10.30596/jcositte.v1i1.xxxx
Mahmoodi, M. H. (2024). EFL Learners’ Goal Orientation, Willingness to Communicate, Listening Anxiety, and Listening Comprehension Ability: Path Analysis. 8(2), 71–98. https://lghor.alzahra.ac.ir/article_7507.html
Mulyani, D. D., & Elsaviana, M. O. (2025). The Influenced of Learning Anxiety and Metacognitive Strategies on Students’ Listening Comprehension Achievement. https://doi.org/10.31851/esteem.v8i2.18207
Namaziandost, E., Imani, A., Sharafi, S., & Banari, R. (2020). Exploring the Relationship between Listening Strategies Used by Iranian EFL Senior High School Students and Their Listening Comprehension Problems. March, 36–52. https://doi.org/10.29252/ijree.5.1.36
Nasution, Z., & Prihatini, S. (2025). Enhancing English Listening Skills through Metacognitive Strategy : A Study on Student Achievement. EXCELLENCE: Journal of English and English Education, 5(1), 158–166. https://doi.org/10.47662/ejeee.v5i1.1196
Osa-Omoregie, O. D. (2024). The Effects of Listening Comprehension Strategies Instruction on ESL Learners Achievement in English Studies: An Empirical Study. AJELP: The Asian Journal of English Language and Pedagogy, 12(1), 18–28. https://doi.org/10.37134/ajelp.vol12.1.2.2024
Pratama, M. R., & Nurkhamidah, N. (2023). Anxiety on Listening Course Among Students During the Pandemic of Covid -19. JETAL: Journal of English Teaching & Applied Linguistic, 4(2), 83–96. https://doi.org/10.36655/jetal.v4i2.1009
Razmi, M. H. (2021). An Investigation into Perfectionism, Self-Efficacy, Metacognitive Strategy Use, and Second Language Listening Comprehension: A Path Analysis Approach. 40(2), 119–159. https://doi.org/10.22099/jtls.2021.40272.2977
Shamsi, E., & Bozorgian, H. (2024). Collaborative listening using multimedia through metacognitive instruction: a case study with less-skilled and more-skilled EFL learners. Asian-Pacific Journal of Second and Foreign Language Education, 9(1). https://doi.org/10.1186/s40862-023-00248-8
Tanjung, M. F. M., Heryatun, Y., & Sa’diah, S. (2022). The Metacognitive Strategy to Achieve Listening Comprehension in Kulni Modern Islamic Boarding School. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 9(2), 121. https://doi.org/10.33394/jo-elt.v9i2.5776
Wahyuni, M. E., & Inayati, N. (2022). The Strategies in Learning English Listening Skills Used by The Eighth-Graders. Journal of Foreign Language Teaching and Learning, 7(2), 160–177. https://doi.org/10.18196/ftl.v7i2.14504
Wang, J., & Li, W. (2024). How to Help High School Students’ Reduce English Writing Anxiety. Scientific Journal of Technology, 6(7), 64–66. https://doi.org/10.54691/v0dmpn09
Yin, M. (2022). The Effect and Importance of Authentic Language Exposure in Improving Listening Comprehension. Culminating Projects in English, 8(9), 7. https://repository.stcloudstate.edu/cgi/viewcontent.cgi?article=1034&context=engl_etds
Zuhriyah, A. A. (2025). Audiovisual Media in Efl Listening: A Meta-Analysis of 21st Century Learning Resources. Jurnal Ilmu Pendidikan Dan Humaniora, 14(3), 247–257. https://journals.ristek.or.id/index.php/jiph/index
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Ilham, Muslimin
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Once an article was published in the journal, the author(s) are:
granted to the journal right licensed under Creative Commons License Attribution that allows others to share the work with an acknowledgement of the work's authorship.
permitted to publish their work online in third parties as it can lead wider dissemination of the work.
continue to be the copyright owner and allow the journal to publish the article with the CC BY-NC-SA 4.0 license
receiving a DOI (Digital Object Identifier) of the work.
