Examining foreign language listening anxiety and its correlates: a meta-analysis

• Li, Rui ^[1]
  1. [1] Hunan University

     Hunan University

     China

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 38, 2022, págs. 99-117
• Idioma: inglés
• DOI: 10.30827/portalin.vi38.22173
• Enlaces
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• Resumen
  • español

    Si bien los investigadores se han centrado en examinar la relación entre laansiedad al escuchar un idioma extranjero y sus correlatos relacionados, la mayoría desus hallazgos no son concluyentes. Para resolver el problema, este meta análisis investigala correlación promedio general entre la ansiedad al escuchar un idioma extranjeroy sus cuatro correlatos clave, incluidos dos correlatos de alta evidencia (rendimientoauditivo y estrategia de escucha) y dos correlatos de evidencia baja (motivación y ansiedadde lectura) identificados en la literatura. Para los dos correlatos de alta evidencia,también se realizó un análisis de moderación para examinar los efectos moduladoresde la edad de los alumnos, el dominio del idioma extranjero y la distancia lingüística.Los resultados obtuvieron una correlación negativa moderada y pequeña entre el rendimientoauditivo y la estrategia auditiva, respectivamente. Los dos correlatos de bajaevidencia tuvieron tamaños de efecto pequeños y de moderados a grandes, siendo lamotivación el correlato pequeño y negativo, y la ansiedad de lectura el correlato positivode moderado a grande. Se descubrió que la edad de los alumnos y el rendimiento enidiomas extranjeros eran moderadores importantes.

  • English

    While researchers have focused on examining the relationship between foreign language listening anxiety and its related correlates, most of their findings are largely inconclusive. To solve the problem, this meta-analysis investigates the overall average correlation between foreign language listening anxiety and its four key correlates, including two high-evidence correlates (listening performance and listening strategy) and two low-evidence correlates (motivation and reading anxiety) identified in the literature. For the two high-evidence correlates, moderator analysis was also conducted to examine the modulating effects of learners’ age, foreign language proficiency and language distance. The results obtained a moderate and small negative correlation of listening performance and listening strategy, respectively. The two low-evidence correlates had small and moderate-to-large effect sizes, with motivation being the small and negative correlate, and reading anxiety being the moderate-to-large and positive correlate. Learners’ age and foreign language performance were found to be significant moderators.

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