PORTRAIT OF EFL COLLEGE STUDENTS ON THEIR ANXIETY AND METACOGNITIVE AWARENESS IN LISTENING

Abstract

Abstract : This research was conducted to investigate the level of EFL students’ metacognitive awareness and listening anxiety, and to analyze the factors affecting the high level of EFL students listening anxiety. This research used a mixed-method design that combined quantitative and qualitative research. This research was conducted in the second-semester Department of English Education University of Islam Malang that involved 40 students from three classes. The data of this study were collected by using a questionnaire that adopted the Foreign Language Listening Anxiety Scale (FLLAS) by Kim (2000) and Metacognitive Awareness Listening Questionnaire (MALQ) by Vandergrift et al, (2006), and using semi-structured interviews with self-constructed questions that have been approved by expert language teaching. The results of this study revealed that the overall participants' mean (M=3.25) showed a moderate level of metacognitive awareness, suggesting that the students had mastered this skill prior to the listening instruction. Furthermore, the overall participant mean (M=3.12), indicates a high level of listening anxiety. This revealed that students experience high levels of anxiety, fear, and worry while learning listening. Moreover, the students felt anxious when learning listening. Lack of vocabulary, speaker accents, and difficulty understanding what they were listening to throughout listening all parts contributed factors to anxiety. The suggestions are outlined.

Keywords: listening anxiety, metacognitive awareness, EFL listening