Unravelling The Level and Factors of Listening Comprehension Anxiety in ESL Flipped Classroom Setting

  • Mimi Mazlina binti Mohamad Centre of Foundation Studies, Universiti Teknologi MARA, Cawangan Selangor, Kampus Dengkil, 43800 Dengkil, Selangor, Malaysia.
  • Raja Nur Hidayah Raja Yacob Academy of Language Studies, UiTM Cawangan Kelantan, Kampus Machang, Bukit Ilmu, 18500 Machang, Kelantan, Malaysia.
Keywords: Language Anxiety, Listening Comprehension, Anxiety, L2 Learners, Flipped Classroom Method

Abstract

Language anxiety has been an essential topic of discussion in English language learning since it acts as a filter that obstructs the learning process. Listening comprehension is the foundation to learning a target language thus, listening comprehension anxiety can have negative effects on second language (L2) learners’ performance. Meanwhile, flipped classroom model (FCM) has been introduced to facilitate language learning through the use of technological instruments in order to minimise language anxiety among L2 students. Hence, this study was conducted to examine the level of listening comprehension anxiety faced by L2 learners as well as factors influencing listening comprehension anxiety in flipped classrooms. The Foreign Language Listening Anxiety Scale (FLLAS) by Kim (2000) comprised of 33 items was adapted and used as the primary data collection instrument for this research. Ninety-three (n = 93) diploma students from UiTM Kelantan Branch who enrolled in the ELC121 (Integrated Language Skills I) course participated in the survey. Descriptive analysis was utilised to achieve the objectives of this study. The survey findings indicated that L2 learners experienced a moderate level of listening anxiety in a flipped classroom setting. This paper elaborates on the main area in which students are most anxious while listening to English text, that is the listening text and the strategies used. This finding will give educators some insights on how educational technology could be used to help reduce listening comprehension anxiety and eventually help L2 learners overcome their listening learning difficulties and improve their performance. Future studies are suggested to focus on listening comprehension anxiety experienced by male and female students as well as the comparison in listening comprehension anxiety faced by young and adult learners in flipped classroom setting.

Downloads

Download data is not yet available.

References

Ab. Latif, N. A. (2015). A study on English language anxiety among adult learners in Universiti Teknologi Malaysia (UTM). Procedia - Social and Behavioral Sciences 208. 223 – 232.

Ahmad, S. Z. (2016). The flipped classroom model to develop Egyptian EFL students' listening comprehension. English Language Teaching, 9(9), 166-178.

Ahmed, M., & Al-Saadi, N. (2021). The impact of the flipped classroom model on reducing listening comprehension anxiety among EFL learners. Journal of Applied Linguistics, 15(3), 123-145.

Alzamil, J. (2021). Listening skills: Important but difficult to learn. Arab World English Journal, 12(3), 366–374. https://doi.org/10.24093/awej/vol12no3.25

Chang, A. & Read, J. (2008). Reducing listening test anxiety through various forms of listening support. TESL-EJ, 12( 1),1-25.

Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2016). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 1(1), 1-25.

Darmi, R. & Albion, P. (2014). Assessing the language anxiety of Malaysian undergraduate English language learners. Educational Research, 8(2), 90–97. https://doi.org/10.12691/education-8-2-4

Fang, X. (2011). Anxiety in EFL listening comprehension. Theory and Practice in Language Studies,1(12), 1-3.

Farooqi, M. Q. (2023). Listening comprehension anxiety: Causes and suggestive strategies for solutions. Jurnal Multidisiplin Madani (MUDIMA), 3(2), 279-290. https://doi.org/10.55927/mudima.v3i2.2773

Graham, S. (2006). Listening comprehension: The learners’ perspective. System, 34(2), 165-182. https://doi.org/10.1016/j.system.2005.11.001

Goh, C. C. M. (2017). Cognition, metacognition, and L2 listening. In Hinkel, E. (Ed.), Handbook of research in second language teaching and learning (pp. 214–228). Routledge.

Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the el listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113-155.

Hidayati, N. A, Dewi, N. S. N, Nurhaedin, E. and Rosmala, D. (2020). Foreign language listening anxiety in an academic listening class. J-SHMIC: Journal of English for Academic. 7(2), 1-9.

Ho, J. (2020). Gamifying the flipped classroom: How to motivate Chinese ESL learners? Innovation in Language Learning and Teaching, 14(5), 421-435. https://doi.org/10.1080/17501229.2019.1614185

Jafarigohar, M., Khoshsima, H., & Haghighi, H. (2019). Incorporation of flipped learning into EFL classrooms performance and perception. Iranian Journal of English for Academic Purposes, 8(3), 1-14.

Kim, J. H. (2000). Foreign language listening anxiety: A study of Korean students learning English(Doctoral thesis, University of Texas at Austin).

Krashen, S. D. (1986). Principles and practice in second language acquisition. Pergamon Press.

Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610.

Liu, M., & Yuan, R. (2021). Changes in and effects of foreign language classroom anxiety and listening anxiety on Chinese undergraduate students’ English proficiency in the COVID-19 context. Frontiers in Psychology, 12, 1-15. https://doi.org/10.3389/fpsyg.2021.670824

Mahmud, N. H., Raus, F. A. M., & Karoman, N. F. A. (2023). Students' Attitude of Flipped Classroom Model in Online Learning Classrooms. ESTEEM Journal of Social Sciences and Humanities, 7(2), 207-211

Majid, N. & Mohamad, M. (2024). The Effects of Flipped Classroom on Form 4 ESL Learners’ Speaking Performance in a Malaysian Secondary School. SHS Web of Conferences,182, 1-12. 10.1051/shsconf/202418201008.

Namaziandost, E., Rezaei, Z., Etemadfar, P., & Alekasir, S. (2020). Implementing a flipped model of instruction in the EFL listening classroom: Impact on comprehension. Journal on English as a Foreign Language, 10(2), 385-401. https://doi.org/10.23971/jefl.v10i2.2065

Ngo, H.K. & Md. Yunus, M. (2021). What do Malaysian ESL teachers think about flipped classroom? International Journal of Learning, Teaching and Educational Research, 20 (3), pp. 117-131, March 2021. https://doi.org/10.26803/ijlter.20.3.8

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York.

Öztürk & M., Çakıroğlu, Ü. (2021). Flipped learning design in EFL classrooms: Implementing self-regulated learning strategies to develop language skills. Smart Learning Environments, 8(1), 2

Pan, Y. (2016). Analysis of listening anxiety in EFL class. International Journal on Studies in English Language and Literature, 4(6). Retrieved from https://www.arcjournals.org/pdfs/ijsell/v4-i6/2.pdf

Prastiyowati, S. (2019). Anxiety on students’ listening comprehension in university students in Malang. CELTIC: A Journal of Culture, English Language Teaching, Literature & Linguistics, 6(1), 65-77.

Rahman, S. F. A., Yunus, M. M., & Hashim, H. (2020). The uniqueness of flipped learning approach. International Journal of Education and Practice, 8(3), 394–404. https://doi.org/10.18488/journal.61.2020.83.394.404

Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology,105(3), 579-595.

Sparks, R.L., Ganschow, L. & Javorsky, J. (2000). Déjà vu all over again: A response to Saito, Horwitz,and Garza. The Modern Language Journal, 84(2), 251-255.

Sung, K. (2015). A case study on a flipped classroom in an EFL content course. Multimedia Assisted Language Learning, 18(2), 159-187.

Tahsildar, M.N. & Yusoff, Z.S. (2014) Listening anxiety and its effects on students’ listening comprehension in a Malaysian university. International Journal of Language Education and Applied Linguistics (12)1, 43-52.

Tully, D. R. (2014). The effects of a flipped learnıng model utilizing varied technology versus the traditional learning model in a high school biology classroom (Unpublished master thesis). Montana State Unıversity, Science Education.

Wang, X., Zhao, Q., & Cao, Y. (2020). Effects of the flipped classroom model on Chinese university students' listening comprehension anxiety. English Language Teaching, 13(4), 567-589.

Wathumalai, G. & Mohd Shah, P. (2022). Second language learning anxiety in Malaysian classroom. International Journal of Advanced Research in Education and Society, 4(1), 90-106, 2022. Retrieved from: http://myjms.mohe.gov.my/index.php/ijares

Xu, J., & Huang, Y. T. (2018). The mediating effect of listening metacognitive awareness between listening test anxiety and listening test performance. The Asia-pacific Education Researcher, 27(4), 313–324.

Young, D. J. (1992). Language anxiety from the foreign language specialist’s perspective: Interactive with Krashen, Omagggio Hadley, Terrell, and Rubin. Foreign Language Annuals, 25, 157-172.

Yousufi, U. (2020). An Integrative Review of Flipped Classroom Model. American Journal of Educational Research, 8(2), 90-97.

Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. International Review of Research in Open and Distance Learning, 17(3), 313–340. Retrieved from: https://doi.org/10.19173/irrodl.v17i3.2274

Published
2024-10-31
How to Cite
Mohamad, M. M. and Raja Yacob, R. N. H. (2024) “Unravelling The Level and Factors of Listening Comprehension Anxiety in ESL Flipped Classroom Setting”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 9(10), p. e003058. doi: 10.47405/mjssh.v9i10.3058.
Section
Articles