Listening metacognitive awareness of Turkish EFL learners in relation with foreign language listening anxiety

ILTERG conference, Ankara, Türkiye, 16 - 17 Ekim 2020, ss.45-46

Oral Presentation

Listening Metacognitive Awareness of Turkish EFL Learners In

Relation With Foreign Language Listening Anxiety

1Büşra Nur Durmaz & 2Asuman Aşık

1busranur.durmaz@hku.edu.tr, 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.