Scholarlink

<p>This study was an endeavour to investigate how self-regulated learning (SRL) and perfectionism play a part in predicting the levels of listening anxiety among foreign language learners. A sample of 350 English as a Foreign Language (EFL) students was chosen using cluster random sampling to fill out three well-established questionnaires related to the study topics (i.e., SRL, perfectionism, and listening anxiety). The data was analysed using a structural equation modelling (SEM) approach. Based on the findings, a significant linear relationship was found among variables and their components. The findings revealed that both SRL and perfectionism played a role in increasing listening anxiety, with perfectionism emerging as the more dominant factor. SRL followed closely behind in terms of predicting listening anxiety. In simpler terms, students who aim for perfection are more likely to experience heightened anxiety during listening tasks. Moreover, individuals who possess strong self-regulation skills typically encounter lower levels of anxiety during listening activities, in contrast to those who have difficulties in managing themselves, leading to heightened feelings of anxiety. This study suggests that developers of learning materials and EFL teachers should consider both emotional and cognitive factors when addressing listening anxiety among learners.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Self-regulated learning and perfectionism as predictors of listening anxiety in the context of foreign language learning

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月11日

查看全文
  • Elham Movafagh Ardestani,
  • Hamed Barjesteh,
  • Mahmood Dehqan

摘要

This study was an endeavour to investigate how self-regulated learning (SRL) and perfectionism play a part in predicting the levels of listening anxiety among foreign language learners. A sample of 350 English as a Foreign Language (EFL) students was chosen using cluster random sampling to fill out three well-established questionnaires related to the study topics (i.e., SRL, perfectionism, and listening anxiety). The data was analysed using a structural equation modelling (SEM) approach. Based on the findings, a significant linear relationship was found among variables and their components. The findings revealed that both SRL and perfectionism played a role in increasing listening anxiety, with perfectionism emerging as the more dominant factor. SRL followed closely behind in terms of predicting listening anxiety. In simpler terms, students who aim for perfection are more likely to experience heightened anxiety during listening tasks. Moreover, individuals who possess strong self-regulation skills typically encounter lower levels of anxiety during listening activities, in contrast to those who have difficulties in managing themselves, leading to heightened feelings of anxiety. This study suggests that developers of learning materials and EFL teachers should consider both emotional and cognitive factors when addressing listening anxiety among learners.