ILTERG conference, Ankara, Turkey, 16 - 17 October 2020, pp.45-46
Listening Metacognitive Awareness of Turkish EFL Learners In
Relation With Foreign Language Listening Anxiety
1Büşra Nur Durmaz & 2Asuman Aşık
email@example.com, Hasan Kalyoncu University,Turkey
2 asuman.asik@gazi .edu.tr, Gazi University, Turkey
There are various variables that affect and predict foreign language listening performance. These
variables can be affective or cognitive, each having a unique place in listening comprehension skills.
Examining the variables that affect listening comprehension of language learners may help us predict
learners’ listening performance. The aim of the present study is to examine the relationship between
metacognitive awareness in listening and foreign language listening anxiety of Turkish EFL learners
studying at a preparatory school at a state university in Turkey. Furthermore, the sub-dimensions of
metacognitive awareness, which are problem-solving, directed attention, planning and evaluation,
mental translation and person knowledge in line with foreign language anxiety levels will be
investigated. Data are collected through a Metacognitive Awareness Listening Scale (MALQ) and a
Foreign Language Listening Anxiety Scale (FLLAS). In line with the quantitative data, preliminary
findings will be shared and discussed to shed light on the metacognitive listening awareness and
foreign language listening anxiety of Turkish EFL learners.
Key words: listening metacognitive awareness, listening anxiety.