Seeing Through Listening Comprehension Exam Anxiety

By Jane Arnold. 2000

138 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. LISTENING TO LEARN OR LEARNING TO LISTEN? (2004, background): “A focus on the right answer only, when the listener is incapable of keeping up with the speech rate, often creates a high level of anxiety, which, in turn, affects attention capacity (Arnold, 2000).”
Self-efficacy and academic listening (2011, background): “Furthermore, a range of studies (e.g. Arnold (2000), Goh (2000), Hasan (2000) indicate that across instructional settings, listening is a source of frustration to learners and an area in which it seems difficult to make progress.”
Recent developments in second and foreign language listening comprehension research (2007, methodology): “On the affective side of assessment, Arnold (2000) and In’nami (2006) examined the effects of anxiety.”
Foreign language learning anxiety in Japanese EFL university classes: physical, emotional, expressive, and verbal reactions (2009, background): “…subject or task anxieties such as the nervousness and tension associated with grammar, listening, public speaking, reading, and writing (e.g., Arnold, 2000; Cheng, Horwitz, and Schallert, 1999; Matsuda and Gobel, 2001; Oh, 1992; Saito, Horwitz, and Garza, 1999; Sellers, 2000; VanPatten and…”
Strategy Instruction in Listening for Lower‐Intermediate Learners of French (2008, background): “There is evidence that it induces anxiety in learners, because of the pressure it places on them to process input rapidly (Arnold, 2000).”