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 Copyright

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by

Joo-hae Kim
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2000
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 Foreign Language Listening Anxiety: A Study of Korean
Students Learning English

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Approved by
Dissertation Committee:
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A
Elaine K. Horwitz. Supervj

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Diane L. Schallert
F%J3>
Frank W. Wicker

David A. Wright ^

Thomas J. Garza

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 Foreign Language Listening Anxiety: A Study of Korean
Students Learning English

by
Joo-hae Kim, B.A.; M.Ed.

Dissertation

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Presented to the Faculty o f the Graduate School o f

The University o f Texas at Austin

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in Partial Fulfillment

o f the Requirements

for the Degree o f

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DOCTOR OF PHILOSOPHY

The University of Texas at Austin

December 2000

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 UMI Number: 3004305

Copyright 2000 by
Kim, Joo-hae

Ail rights reserved.

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UMI
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 Dedication

To my family

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 Acknowledgements

The time spent being a doctoral student at the University o f Texas at Austin has

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been the highlight o f my academic experience. Here. I have encountered both

dedicated faculty and unusually intelligent colleagues, and thus, this work is the
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product o f their direction and encouragement. I am especially grateful to my

superv isor. Dr. Elaine Horwitz for introducing me to the area o f foreign language
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anxiety, for providing keen guidance and intellectual inspiration throughout this

project, and for mentoring me through this phase o f my education. Going far

beyond this, she gave me the immense encouragement that enabled me to

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complete this work. Her warmth, understanding, and patience are incomparable. 1

am deeply grateful for her help and to have known her.

The university o f Texas faculty to whom I am most indebted are the members o f

my dissertation committee: Dr. Diane Schallert. Dr. Frank Wicker. Dr. Thomas

Garza, and Dr. David Wright. It is hard to express how much o f an effect their

guidance and role modeling has had on my development as a scholar.

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 I wish to express my appreciation to Dr. Schallert. who provided acceptance and

trust through this uncharted academic territory and who. through meticulous

reading, provided a new perspective to the dissertation. I extend my appreciation

to Dr. Garza for offering enthusiastic encouragement to my early interest in

foreign language listening, for his advocacy for students, and for his

understanding support. 1 wish to express my appreciation to Dr. Wicker who

provided a precious course. “Motivation and Emotion."' which enriched my

understanding, helped to expand the scope o f the study, and provided a great

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theoretical base for my dissertation. I am grateful to Dr. Wright for key

suggestions, which kept the scope o f this study both reasonable and realistic and
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for his thought-provoking questions, constant support, and invaluable

suggestions.
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Thanks to the many individuals who have shown their interest in the study. 1 am

especially appreciative of Lori Belk for reading my manuscript with constant

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support and encouragement. I would like to thank my colleagues. Jeong-yeon

Kim. Hye-yeon Lim. Jungmin Ko. and Hyeon-ok Kim. for their help in

constructing and checking instruments used in this study. I wish also to thank

Katherine Sowash for her warm help as a program coordinator.

My parents are in no small way responsible for the success I have had. They gave

me such a good start in life, provided me with so many opportunities that were

not av ailable to them, and imbued in me the expectation o f success. I am grateful

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 for their patience, understanding, and love. I would also like to thank my

husband's parents for supporting me throughout what I know for them has been a

long period o f self-sacrifice as they have waited for us to return home.

I am privileged and honored to say that the most important persons in my life, my

husband Youngwoo Kim and my five-year-old daughter Jungwon Kim. are

around to share the joys o f my finishing my dissertation and embarking on my

career and our life together. For both their unwavering support and their care for

Ph.D. without their love.

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me. I am humbly appreciative. I could never have begun, much less finished, a
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 Foreign Language Listening Anxiety: A Study of Korean
Students Learning English

Publication No.______________

Joo-hae Kim, Ph.D.

The University o f Texas at Austin. 2000

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Supervisor: Elaine K. Horwitz
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This study investigated the relationship between foreign language
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listening and anxiety. The quantitative component o f the study first examined the

existence o f listening anxiety and general foreign language anxiety, and then

identified relationships between listening anxiety and listening proficiency or

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learner background factors. The qualitative component o f the study further

looked at sources and effects o f listening anxiety.

A total o f 253 EFL learners, all university students in Korea, participated

in the survey. Participants* listening anxiety was measured by the Foreign

Language Listening Anxiety Scale (FLLAS). a newly developed scale for this

study. Other instruments used were the Foreign Language Classroom Anxiety

Scale (FLCAS). the Marlowe-Crowne Social Desirability Scale (MCSD). the

Foreign Language Reading Anxiety Scale (FLRAS). the Trait Anxiety Inventory

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 (TAI). a background questionnaire, and a TOEFL listening test. For the

qualitative data. 20 university students participated in retrospective interviews.

This study suggested that foreign language learners do indeed experience

anxiety in response to listening comprehension. A majority o f the participants

acknowledged having experienced listening anxiety in foreign language

classrooms and real-life communication situations. A factor analysis performed

on the FLLAS revealed two factors: Tension and worry over English listening.

and Lack o f self-confidence in listening. Furthermore, the participants in this

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study experienced the highest foreign language anxiety o f any observed in the

various language anxiety studies.

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Correlation analyses revealed that listening anxiety is significantly related

to both general foreign language anxiety and listening proficiency, the latter
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suggesting that listening anxiety interferes with foreign language listening.

According to multiple regression analysis. Lack o f confidence in listening served

as the best predictor o f listening proficiency among all the FLLAS and FLCAS
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factors. In addition, listening anxiety was found to be significantly related to two

background factors, university major, and study with tutors or in private language

institutes.

The retrospective interview protocol and open-ended responses in the

FLLAS showed that foreign language learners are sensitive to the types o f

listening passages or tasks. Based on students’ explanations, factors viewed as

causing anxiety were divided into three categories: characteristics o f text,

personal characteristics, and characteristics related to listening process.

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 Table of Contents
List o f Tables.................................................................................................................xv

CHAPTER 1: INTRODUCTION................................................................................. 1
Statement o f the Problem.....................................................................................3
The Context for the Present Study......................................................................6
Objectives o f the Study........................................................................................ 8
The Significance of the Study............................................................................. 9
Overview o f the Dissertation..............................................................................10

CHAPTER 2: REVIEW OF LITERATURE.......................... 12

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Research on Listening Comprehension.............................................................12
Definition o f Listening Comprehension.................................................. 12
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Characteristics o f Listening Comprehension......................................... 14
Process of Listening Comprehension...................................................... 17
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Factors Influencing Listening Comprehension......................................21

Role o f Listening Comprehension in Language Learning................... 23
Foreign Language Anxiety................................................................................ 25
Anxiety Theories....................................................................................... 25
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Trait. State, and Situation-specific A nxiety................................. 26

The Facilitating / Debilitating A nxiety.........................................27
Approaches to Foreign Language Anxiety............................................. 28
Identifying Foreign Language Anxiety.........................................28
Nature and effects o f Foreign Language Anxiety........................31
Potential Sources o f Foreign Language Anxiety..........................35
Foreign Language Listening Anxiety............................................................... 37
Affective Models o f Second Language Comprehension.......................38
Listening Anxiety in First Language.......................................................40
Definition of Listening Anxiety.....................................................41
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 Effects o f Listening A nxiety.......................................................... 43
Explanations o f Listening Anxiety.................................................45
Listening Anxiety in a Foreign Language.............................................. 47
Existence o f Foreign Language Listening Anxiety......................47
Causes of Foreign Language Listening Anxiety..........................49
Empirical Research on Foreign Language Listening Anxiety ... 50
Coping with Foreign Language Listening Anxiety......................55

CHAPTER 3: RESEARCH METHODOLOGY.......................................................57

Participants.......................................................................................................... 57
Instruments.......................................................................................................... 59

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The Foreign Language Classroom Anxiety Scale................................. 59
The Foreign Language Listening Anxiety Scale.................................... 60
The Marlowe-Crowne Social Desirability Scale.................................... 65
The Foreign Language Reading Anxiety Scale..................................... 65
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The Trait Anxiety Inventory.................................................................... 66
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Listening Proficiency T e s t....................................................................... 67

Listening Activities for the Elicitation o f Listening Anxiety............... 68
Background Information Questionnaire (B IQ )......................................69
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Data Collection.................................................................................................... 69
Pilot Study..................................................................................................69
Data Collection...........................................................................................71
Data Analysis Procedures...................................................................................73
Quantitative A nalyses.............................................................................. 74
Qualitative Analyses: Open-ended Questions and Retrospective
Interview........................................................................................... 74

CHAPTER 4: RESULTS AND DISCUSSION....................................................... 76

Descriptive Analyses.......................................................................................... 77
Results o f the Background Questionnaire..............................................77

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 Preliminary Analyses o f the Foreign Language Listening Anxiety
S cale.................................................................................................. 78
Scale analysis................................................................................... 79
Item analyses.................................................................................... 82
Preliminary Analyses o f the Foreign Language Classroom Anxiety
Scale.................................................................................................. 84
Scale analysis................................................................................... 85
Item analysis..................................................................................... 86
Inferential Analyses............................................................................................. 88
Factor Analyses..........................................................................................88
Factor analysis o f the FLLA S........................................................ 89

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Factor analysis o f the FLCAS........................................................ 94
Factor scores..................................................................................... 99
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Multivariate Analysis o f V ariance.........................................................100
MANOVA by gender.....................................................................102
MANOVA by major.......................................................................102
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MANOVA by grade level............................................................. 104

MANOVA by experience in traveling or living in an
English-speaking country.................................................... 105
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MANOVA by experience with ESL classes conducted in

English....................................................................................106
MANOVA by study in private language institutes or with
private tutors.......................................................................... 107
Correlations and Multiple Regression................................................... 109
Correlations o f anxiety scores, listening scores, and
background information scores...........................................109
Results o f multiple regression analysis........................................115
Qualitative A nalyses......................................................................................... 118
Analyses o f the Open-ended Questions................................................. 118
Responses to the FLLAS open-ended questions.........................118
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 Responses to the FLCAS open-ended questions.......................121
Analyses o f the Retrospective Interview D ata..................................... 122
General Responses to Retrospective Interview T ask.................123
Five Them es................................................................................... 125

CHAPTER 5: DISCUSSION AND CONCLUSIONS.......................................... 139

Summary of Findings........................................................................................139
Discussion and Conclusions............................................................................. 144
Foreign Language Listening Anxiety.................................................... 144
Foreign Language Anxiety..................................................................... 146
Relationship between listening anxiety and foreign language

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anxiety............................................................................................. 148
Relationship between listening anxiety and listening proficiency.... 149
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Influence of background variables........................................................ 150
Effects and sources o f foreign language listening anxiety..................151
Implications........................................................................................................153
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Theoretical Implications..........................................................................153
Practical Implications.............................................................................. 154
Limitations.........................................................................................................157
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Recommendations for Further Research........................................................ 160

APPENDICES............................................................................................................. 164
Appendix A: Consent Form .............................................................................165
Appendix B: Content-validity Rating Form for the FLLAS (Foreign
Language Listening Anxiety Scale)...................................................... 169
Appendix C: The Foreign Language Listening Anxiety Scale (FLLA S).. 172
Appendix D: The Foreign Language Classroom Anxiety Scale (FLCAS) 176
Appendix E: The Mariowe-Crowne Social Desirability Scale (M C SD )... 180
Appendix F: The Foreign Language Reading Anxiety Scale (FLR A S).... 182
Appendix G: The Trait Anxiety Inventory (T A I)......................................... 185

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 Appendix H: The Individual Background Questionnaire.............................187
Appendix I: Four Listening Passages for Retrospective Interview Tasks . 190
Appendix J: A Listening Task Used in Testing-condition............................196
Appendix K: Listening Tasks Used in Nontesting-condition...................... 197
Appendix L: Frequencies o f Responses, Means, and Standard
Deviations for the FLLAS Items............................................................198
Appendix M: Frequencies o f Responses. Means, and Standard
Deviations for the FLCAS Items........................................................... 200
Appendix N: Results o f the Individual Background Questionnaire............ 202
Appendix O: Principal Component Analysis for the FLLA S......................208
Appendix P: Principal Component Analysis for the FLCAS.......................212

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Appendix Q: Open-ended Responses to the FLLA S....................................216
Appendix R: Open-ended Responses to the FLCAS....................................222
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Appendix S: Retrospective Interview G uides............................................... 225

Bibliography................................................................................................................ 226
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Vita .............................................................................................................................243
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 List of Tables

Table 2.1: Factors Affecting L2 Listening Comprehension.....................................22

Table 4.1: Means and Standard Deviations o f the FLLAS Total Scores

Divided by School..................................................................................79

Table 4.2: Means and Standard Deviations o f the FLCAS Total Scores

Divided by School..................................................................................85

Table 4.3: The FLCAS Scores Reported in Previous Language Anxiety

Studies with University Populations....................................................86

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Table 4.4: Tension and Worry over English Listening............................................ 91

Table 4.5: Lack o f Confidence in Listening.............................................................. 93

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Table 4.6: General Speaking Anxiety (Factor 1 )......................................................95

Table 4.7: Concern about Success in Classes (Factor 2).......................................... 96

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Table 4.8: Discomfort in English Classes (Factor 3 ) ............................................... 96

Table 4.9: Negative Attitudes Regarding English Classes (Factor 4 ).................... 97

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Table 4.10: Anxiety in Understanding Speech o f English Teachers (Factor 5).... 98

Table 4.11: Box tests for the six MANOVAs..........................................................101

Table 4.12: Comparison of Means for Male and Female Subjects....................... 102

Table 4.13: Multivariate Tests by Major.................................................................. 103

Table 4.14: Univariate F Tests by M ajor................................................................. 103

Table 4.15: Comparison o f Means for Humanities Majors and Non­

humanities Majors................................................................................ 104

Table 4.16: Multivariate Tests by Grade Level....................................................... 105

Table 4.17: Comparison o f Means for Lower and UpperDivision Students 105

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 Table 4.18: Comparison of Means for Students Who Have Traveled Abroad

and Those Who Have N o t................................................................... 106

Table 4.19: Comparison o f Means for Students Who Had Studied in a School

where English was Used as a Classroom Language and those

Who Had N o t........................................................................................106

Table 4.20: Multivariate Tests by Study in Private Language Institutes..............107

Table 4.21: Univariate F Tests by Study in Private Language Institutes..............107

Table 4.22: Comparison of Means for Students Who Had Studied in a Private

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Language Institute or with Tutors and Those Who Had N o t.......... 109

Table 4.23: Correlations among Anxiety Scores....................................................109

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Table 4.24: Correlations Between the Total FLLAS Score and Background

Factors................................................................................................... 111
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Table 4.25: Correlations Between Anxiety Scores and Listening Proficiency

Scores (TOEFL measures)..................................................................113

Table 4.26: Partial Correlations Between Anxiety Scores and Listening

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Proficiency Scores................................................................................ 114

Table 4.27: Multiple Regression Analysis o f Listening Proficiency on the

FLLAS and FLCAS Factor Scores..................................................... 116

Table 4.28: Analysis of Variance o f the Regression M odel..................................116

Table 4.29: Model Summary o f Multiple Regression Analysis.............................117

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 CHAPTER 1: INTRODUCTION

Over the past several decades, second and foreign language educators

have experienced gradual changes o f attitude toward the role and importance of

listening comprehension in language instruction. Though it has taken a

considerable amount o f time to overcome the common belief that listening is

almost the same as reading and to admit that comprehending spoken language is

an active skill, listening skills have finally become an important focus of

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language instruction.

The steadily growing appreciation for the role o f listening comprehension

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has generated much new research related to foreign language listening. The two

main approaches to such listening research have involved either an instructional

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orientation or a linguistic orientation. One area o f focus in teaching-oriented lines

has been "comprehension approaches.” many o f which have criticized previous

simple listening instruction methodologies that simply exposed learners to the

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spoken language (Asher. Kusudo. & de la Torre. 1983; Belasco. 1981; Krashen &

Terrell. 1983; Postovsky. 1974; Stevick. 1976; Winitz. 1981). Assuming that

comprehension makes material available for language learning, the proponents o f

these approaches have recommended that receptive skills such as listening should

be a starting point for instruction in second and foreign languages. Consequently,

many ESL (English as a Second Language) or EFL (English as a Foreign

Language) researchers have paid more attention to the role o f listening

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 comprehension in the language acquisition process, resulting in an increasing

interest in the nature o f listening and the factors influencing comprehension.

The linguistic approach which has usually been concerned with

psvcholinguistic and neurolinguistic paradigms, in general, has provided useful

insights into listener characteristics. L2 sound perception, and various

components of listening comprehension (Oxford, 1993). A number o f studies in

psycholinguistics and second language acquisition (Anderson. 1985: Bacon.

1992: Richards, 1983: Wipf, 1984) have investigated the listening process: and in

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recent studies, the information processing view o f listeners has been prevalent, as

both receivers of information packages and reconstructors o f the interlocutor's

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message (Nagle & Sanders, 1986; Rost. 1998).

However, research on listening comprehension to date has neglected an

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important dimension of the listening process, the listener's own viewpoint

(Lynch. 1998). When we look into the basic descriptions o f listening

comprehension, it is not difficult to find that most data tend to be described and
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discussed in very mechanistic terms (e.g.. input, processing, output) on the basis

o f anonymized subjects. Brown (1995) also pointed out that listeners in real life

conversations do not simply respond neutrally as recipients o f messages, and that

the listeners should be examined in more naturalistic contexts. Without an

understanding of the listener's individual personality and point o f view, it is

difficult to explain logically how speakers and hearers interact with each other in

real situations. Therefore, sociocultural and affective factors influencing listening

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 should be carefully explored in order to get a more comprehensive and rounded

view of listeners and their task.

Based on this consideration, a series o f studies (Call. 1985: Dunkel,

Mishra. & Berliner. 1989; Faerch & Kasper. 1986; Long. 1989) has suggested

that success in L.2 comprehension depends on internal variables as well as

external variables. They have proposed that foreign language teachers should not

blame students for their low aptitude in listening comprehension and lack o f

effort, but should be sensitive to affective aspects, such as attitude, motivation,

confidence, and anxiety.

Statem ent of the P roblem

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Listening in a second language is an integrative language skill, including
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lexico-grammaticai. phonetic, and cognitive complexities, as well as performance
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features such as false starts, irregular pauses or hesitations, or unclear

pronunciation and intonation (Snow & Perkins. 1979). Moreover, when L2

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learners are involved in listening activities, typically, they are not allowed to

control the topic, speed, or volume o f the speech. Unlike reading comprehension

in which the language learner can manage the input, listeners have fewer chances

for repetition and correction in listening because the delivery rate o f information

is typically controlled by the producer. When language learners do not have

appropriate listening competence, which includes quick judgment and appropriate

timing, the signal, as the original listening input, decays rapidly and the listeners

may fail in the simple decoding o f discrete information, losing the first significant

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 items o f information. Therefore, listeners may experience helplessness and

apprehension when they feel they are not able to control their intake o f language.

In line with the above prediction, it is not difficult to find novice listeners

who complain that they simply cannot keep up with the pace o f listening

activities. Since they still have few or no automatic processes, they are often

unaware o f even what aspects o f the sound stream to pay attention to. As such

listeners lag "farther and farther behind the speaker, they try even more

desperately to decode, thus missing the redundancies o f real discourse that could

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help" (Meyer. 1984. p. 343). Consequently, the listeners are forced into a

frustrating "task overload" failure, perhaps with serious anxiety.

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In anxiety studies. Horwitz. Horwitz. and Cope (1986) found strong

anxiety in listening as well as speaking and testing situations. The results showed
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that highly anxious listeners were so apprehensive that they would not understand

all the input. They experienced difficulties in both distinguishing the sounds and

structures of a listening message, and comprehending the content o f the extended

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utterances in L2. In Young's (1992) interview. Krashen also mentioned that

incomprehensible input in listening might provoke anxiety for foreign language

learners. Some quantitative studies support the contention that listening anxiety is

significantly negatively related to listening comprehension (Aneiro. 1989:

Gardner. Lalonde. Moo re ro ft & Evers. 1987: MacIntyre & Gardner. 1994:

MacIntyre. Noels & Clement. 1997).

However, because the focus o f most o f the above studies was not listening

comprehension but overall second language skills, their findings cannot be

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 regarded as clearly representative o f listening anxiety in foreign language

learning. In the previous studies, just a small part o f the descriptions or analyses

has been devoted to anxiety about listening comprehension with students*

listening anxiety typically measured by a micro scale with only a few items

regarding general input anxiety. Thus, a more detailed study is needed to identify

and potentially overcome these problems, and this study will be devoted to

examining a single construct, listening anxiety, and to developing a new scale to

measure it.

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In order to determine the existence and characteristics o f listening anxiety,

the researcher in this study will develop a full scale, the Foreign Language
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Listening Anxiety Scale, with a sufficient number o f items to describe a variety

o f listening situations. The use o f this scale may help to reveal specifically how
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listening apprehension functions differently from other anxieties in language

learning.

This study is also unique in that both quantitative and qualitative methods
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will be utilized. Most previous studies about foreign language anxiety employed

just quantitative analyses. The qualitative analyses used in this study are believed

to provide more colorful descriptions and different intuitions. Moreover, a

majority o f the studies regarding language anxiety have been conducted in the US.

and it is difficult to generalize the results to other populations. Thus, it is useful to

have different kinds o f participants such as Koreans who may have their own

distinct anxiety related to foreign language learning.

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