Listening Comprehension and Anxiety in the Arabic Language Classroom

By Hussein M. Elkhafaifi. 2005

721 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/87f5e85fa99dbd351163ce50ba7f0766aa2a805c

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In Developmental and Educational Psychology

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Citations in the corpus

SECOND LANGUAGE ANXIETY AND ACHIEVEMENT: A META-ANALYSIS – ERRATUM (2019, background): “For example, some researchers took the FLCAS as a point of departure to develop more language skillspecific, self-report scales such as the Foreign Language Reading Anxiety Scale (FLRAS) (Saito, Garza, & Horwitz, 1999), the Foreign Language Listening Anxiety Scale (FLLAS) (Elkhafaifi, 2005), and the”
Motivation and Test Anxiety in Test Performance across Three Testing Contexts: The CAEL, CET, and GEPT. (2014, background): “From this perspective, test anxiety may introduce bias which could conceal a test-taker’s true potential and ability, as mentioned earlier, in the event of a lower score (Elkhafaifi, 2005; Meijer, 2001).”
Listening Anxiety and Its Relationship with Listening Strategy Use and Listening Comprehension among Iranian IELTS Learners (2012, background): “This finding is in contrast to the results reported by Ko (2010), Elkhafaifi (2005) and Campbell (1999) who found that gender had no effect on students listening anxiety.”
The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-analysis (2020, background): “In addition, several studies use achievement measures pertaining to a specific competence in language learning, such as reading (Jee, 2016), writing (Abu‐Rabia, 2004; Khodadady & Khajavy, 2013), listening (Elkhafaifi, 2005; Legac, 2007), and speaking (Phillips, 1992; Satar & Özdener, 2008).”
Exploring the relationship between metacognitive awareness and listening performance with questionnaire data (2014, background): “Social interactional strategies involve getting the help and input of other participants in an interaction, while affective strategies are needed to help learners manage some debilitating emotions such as nervousness and anxiety (Elkhafaifi, 2005; Vogely, 1999).”
Second Language Anxiety and Distance Language Learning (2009, background): “Reliability levels in the order of .80 or above have been reported for the FLCAS (Aida, 1994: r 5 .80; Cheng et al., 1999: r 5 .95; Elkhafaifi, 2005: r 5 .94; Horwitz et al., 1986: r 5 .83; Saito et al., 1999: r 5 .94).”
The two faces of Janus? Anxiety and enjoyment in the foreign language classroom (2014, background): “…anxiety are available that focus on the stages of the learning process (MacIntyre & Gardner, 1994b) and on specific skill areas, such as listening (Elkhafaifi, 2005; Rivers, 1981; Scarcella & Oxford, 1992), reading (Saito et al., 1999) and writing (Cheng, 2002; Cheng, Horwitz, & Shallert, 1999).”
Foreign Language Classroom Anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variables (2015, background): “It stems from our concern that despite the fact that English has become the most widely taught foreign language in Arab countries, relatively little research has focused on Arabic students’ experiences of FLCA (see however Elkhafaifi, 2005; Melouah, 2013).”
Recent developments in second and foreign language listening comprehension research (2007, background): “Elkhafaifi (2005a) found significant negative correlations between listening anxiety, L2 learning anxiety, listening comprehension scores, and final grades among learners of Arabic.”
Issues in Second Language Listening Comprehension and the Pedagogical Implications (2012, background): “Consequently, listening can become a cause of anxiety for L2 learners (Elkhafaifi, 2005).”
Mindfulness, coping self-efficacy and foreign language anxiety: a mediation analysis (2017, background): “Significant negative associations were also found between FLA and integrative motivation (Rodríguez & Abreu, 2003), course grades (Elkhafaifi, 2005; yan & Horwitz, 2008) and learners’ self-esteem and self-confidence (Izadi & Atasheneh, 2012).”
Investigating Foreign Language Speaking Anxiety within the EFL Learner's Interlanguage System: The Case of Iranian Learners (2012, background): “For example, Elkhafaifi (2005) examined the relationship between listening FL anxiety and listening comprehension in Arabic language classrooms and came up with the similar results being consonant with the above-mentioned results, that is, listening anxiety like other language skills also…”
Anxiety and Second/Foreign Language Learning Revisited (2008, background): “Teachers should also make clear that language learning entails making mistakes, and mistakes are not a demonstration of failure (Elkhafaifi, 2005).”