YouTube-Assisted Listening Instruction (YALI): A Study of Listening Comprehension and Listening Anxiety of University Students of German as a Foreign Language

Year 2023, , 270 - 299, 25.10.2023

Ahmet Tanır

https://doi.org/10.54535/rep.1357723

Abstract

The present study aimed to investigate the effects of YouTube-assisted listening instruction (YALI) on the listening anxiety of students of German as a foreign language (GFL) and their listening comprehension performance. For this purpose, a total of ninety-six senior undergraduate students were equally divided into three groups using the criterion sampling technique: (a) YouTube-assisted listening instruction (experimental group); (b) traditional listening instruction with auditory materials (control group - 1); and (c) instruction without listening exposure (control group - 2). The instructional approach was underpinned by Richard E. Mayer's Cognitive Theory of Multimedia Learning (CTML). After a ten-week treatment process, results revealed that the students in YALI showed the best GFL listening comprehension performance compared to the control groups. In addition, YALI was observed to reduce students' GFL listening anxiety. Finally, a negative linear correlation between listening anxiety and listening comprehension performance was detected. This meant that students' listening anxiety decreased as their listening comprehension performance increased. To gain a better understanding of the effects of YALI on GFL listening comprehension performance and listening anxiety, relevant implications were discussed.

Keywords

Listening anxiety, Listening comprehension, YouTube

References

• Abdolrezapour, P. (2019). Applying computer-mediated active learning intervention to improve L2 listening comprehension. Applied Research on English Language, 8(4), 511-530. https://doi.org/10.22108/are.2019.115355.1424
• Abidin, M. J. Z., Pour-Mohammadi, M., Souriyavongsa, T., Tiang, C. D. B., & Kim, N. O. L. (2011). Improving listening comprehension among Malay preschool children using digital stories. International Journal of Humanities and Social Science, 1(14), 159-164. Retrieved from https://www.ijhssnet.com/view.php?u=https://www.ijhssnet.com/journals/Vol_1_No_14_October_2011/21.pdf
• Adnan, A., Marlina, L., Trisno, E., & Hutapea, S. C. (2021, September). The correlation between EFL college students’ learning motivation with listening anxiety at intermediate listening classes. In Eighth International Conference on English Language and Teaching (ICOELT-8 2020) (pp. 19-22). Atlantis Press. https://doi.org/10.2991/assehr.k.210914.004
• Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78(2), 155-168. https://doi.org/10.2307/329005
• Al-Alwan, A., Asassfeh, S., & Al-Shboul, Y. (2013). EFL learners' listening comprehension and awareness of metacognitive strategies: How are they related?. International Education Studies, 6(9), 31-39. https://doi.org/10.5539/ies.v6n9p31
• Al Qasim, N., & Al Fadda, H. (2013). From CALL to MALL: The effectiveness of podcast on EFL higher education students' listening comprehension. English Language Teaching, 6(9), 30-41. http://dx.doi.org/10.5539/elt.v6n9p30
• Amiryousefi, M., & Tavakoli, M. (2011). The relationship between test anxiety, motivation and MI and the TOEFL iBT reading, listening and writing scores. Procedia-Social and Behavioral Sciences, 15, 210-214. https://doi.org/10.1016/j.sbspro.2011.03.075
• Arslan, A. (2017). Investigation of secondary school students’ listening anxiety and academic self-efficacy beliefs in terms of various variables. International e-Journal of Educational Studies, 1(1), 12-31. Retrieved from https://dergipark.org.tr/en/pub/iejes/issue/33293/370575?publisher=jcer?publisher=jcer
• Balkaya, Ş., & Akpınar Dellal, N. (2022). Einstellungen, Vorurteile und Stereotype von türkischen Gymnasiast(Inn) en gegenüber der deutschen Sprache. Muttersprache, 132(2), 151–175. https://doi.org/10.53371/60349
• Balkaya, Ş., Arabacıoğlu, B., & Çakır, M. (2020). Angstzustände im Fremdsprachenunterricht von Studierenden der Abteilung Deutsch als Fremdsprache auf Lehramt (Am Beispiel Anadolu Universität). Studien zur deutschen Sprache und Literatur, (44), 111-134. https://doi.org/10.26650/sdsl2020-0019
• Bang, S., & Hiver, P. (2016). Investigating the structural relationships of cognitive and affective domains for L2 listening. Asian-Pacific Journal of Second and Foreign Language Education, 1(1), 1-19. https://doi.org/10.1186/s40862-016-0013-8
• Becker, A. (2016). L2 students' performance on listening comprehension items targeting local and global information. Journal of English for Academic Purposes, 24, 1-13. http://dx.doi.org/10.1016/j.jeap.2016.07.004
• Berk, R. R. (2019). The effect of podcasts on listening comprehension and listening anxiety in teaching Turkish as a foreign language. (Unpublished Doctoral Dissertation). Gazi University.
• Brunfaut, T., & Revesz, A. (2015). The role of task and listener characteristics in second language listening. Tesol Quarterly, 49(1), 141-168. https://doi.org/10.1002/tesq.168
• Brünken, R., Plass, J. L., & Leutner, D. (2004). Assessment of cognitive load in multimedia learning with dual-task methodology: Auditory load and modality effects. Instructional Science, 32, 115-132. https://doi.org/10.1023/B:TRUC.0000021812.96911.c5
• Buck, G. (2001). Assessing listening. Cambridge University Press. https://doi.org/10.1017/CBO9780511732959
• Bulut, A. (2019). The effect of listening to audiobooks on anxiety and development of listening and pronunciation skills of high school students learning English as a foreign language (Order No. 28738094) [Doctoral Dissertation, Bursa Uludag University (Turkey)]. ProQuest Dissertations and Theses Global. https://www.proquest.com/openview/555fb5ee256e8a3edaaf80a7ded0f9d3/1?pq-origsite=gscholar&cbl=2026366&diss=y
• Burley-Allen M. (1995). Listening: The forgotten skill: A self-teaching guide. John Wiley & Sons.
• Buscha, A., and Szita, s. (2013). Begegnungen Deutsch als Fremdsprache A2+: Integriertes Kurs- und Arbeitsbuch (2nd Ed.). Schubert.
• Callow, J., & Zammit, K. (2012). ‘Where lies your text?’ (Twelfth night act I, scene V): Engaging high school students from low socioeconomic backgrounds in reading multimodal texts. English in Australia, 47(2), 69-77. https://search.informit.org/doi/10.3316/informit.739457706121016
• Canaran, Ö., Bayram, İ., Doğan, M., & Baturay, M. H. (2020). Causal relationship among the sources of anxiety, self-efficacy, and proficiency in L2 listening. International Journal of Listening, 1-13. https://doi.org/10.1080/10904018.2020.1793676
• Chambers, G. N. (1996). Listening. Why? How?. Language Learning Journal, 14(1), 23-27. https://doi.org/10.1080/09571739685200341
• Cheng, L., Klinger, D., Fox, J., Doe, C., Jin, Y., & Wu, J. (2014). Motivation and test anxiety in test performance across three testing contexts: The CAEL, CET, and GEPT. Tesol Quarterly, 48(2), 300-330. https://doi.org/10.1002/tesq.105
• Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language learning, 49(3), 417-446. https://doi.org/10.1111/0023-8333.00095
• Chinnery, G. M. (2006). Going to the MALL: Mobile assisted language learning. Language Learning & Technology, 10(1), 9-16. Retrieved from http://llt.msu.edu/vol10num1/emerging/
• Chow, B. W. Y., Chiu, H. T., & Wong, S. W. (2018). Anxiety in reading and listening English as a foreign language in Chinese undergraduate students. Language Teaching Research, 22(6), 719-738. https://doi.org/10.1177/1362168817702159
• Clement, J. (2007). The impact of teaching explicit listening strategies to adult intermediate- and advanced-level ESL university students. (Doctoral dissertation). Retrieved from https://dsc.duq.edu/etd/418
• Dale, E. (1947). Audio-visual methods in teaching. The Dryden Press.
• Dalman, R. M. (2016). The relationship between listening anxiety, listening comprehension strategies, and listening performance among Iranian EFL university students. International Journal of Modern Language Teaching and Learning, 1(6), 241-252. Retrieved from http://www.ijmltl.com/fulltext/paper-01122016185800.pdf
• Durmaz, B. N., & Aşık, A. (2022). Relationship between metacognitive awareness, listening anxiety and ambiguity tolerance of Turkish EFL learners. The Reading Matrix: An International Online Journal, 22(2), 92-107. https://www.readingmatrix.com/files/29-72myvkbw.pdf
• El Haj Hassan, S., & Haj Hassan, Z. (2018). Using TED talks as authentic videos to enhance students' listening comprehension and motivation. In Teacher Investigations of ELT Practice: ACE Action Research 2018. University of Oregon. Retrieved from http://hdl.handle.net/1794/23529
• Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. The modern language journal, 89(2), 206-220. https://doi.org/10.1111/j.1540-4781.2005.00275.x
• Eryilmaz, M., & Cigdemoglu, C. (2019). Individual flipped learning and cooperative flipped learning: Their effects on students’ performance, social, and computer anxiety. Interactive Learning Environments, 27(4), 432-442. https://doi.org/10.1080/10494820.2018.1522652
• Etemadfar, P., Soozandehfar, S. M. A., & Namaziandost, E. (2020). An account of EFL learners’ listening comprehension and critical thinking in the flipped classroom model. Cogent Education, 7(1), 1835150. https://doi.org/10.1080/2331186X.2020.1835150
• Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, 50(2), 491-498. https://doi.org/10.1016/j.compedu.2007.09.016
• Fathi, J., Derakhshan, A., & Torabi, S. (2020). The effect of listening strategy instruction on second language listening anxiety and self-efficacy of Iranian EFL learners. Sage Open, 10(2), 2158244020933878. https://doi.org/10.1177/2158244020933878
• Field, J. (2010). Listening in the language classroom. ELT journal, 64(3), 331-333. https://doi.org/10.1093/elt/ccq026
• Glenn, E. C. (1989). A content analysis of fifty definitions of listening. International Journal of Listening, 3(1), 21-31. https://doi.org/10.1207/s1932586xijl0301_3
• Gopang, I. B., Bughio, F. A., Memon, S. A., & Faiz, J. (2016). Foreign language anxiety and learner beliefs in second language learning: A research timeline. Theory and Practice in Language Studies, 6(8), 1591. http://dx.doi.org/10.17507/tpls.0608.10
• Graham, S. (2003). Learner strategies and advanced level listening comprehension. Language Learning Journal, 28(1), 64-69. http://dx.doi.org/10.1080/09571730385200221
• Gregerson, T. S. (2003). To err is human: A reminder to teachers of language-anxious students. Foreign Language Annals, 36(1), 25-32. http://dx.doi.org/10.1111/j.1944-9720.2003.tb01929.x
• Hafner, C., & Miller, L. (2011). Fostering learner autonomy in English for science: A collaborative digital video project in a technological learning environment. Language Learning and Technology, 15(3), 68-86. Retrieved from http://llt.msu.edu/issues/october2011/hafnermiller.pdf
• Harmer, J. (2007). The practice of English language teaching. Pearson Education.
• Heriyanto, D. (2015). The effectiveness of using YouTube for vocabulary mastery. ETERNAL (English Teaching Journal), 6(1). https://doi.org/10.26877/eternal.v6i1.2290
• Horwitz, E. K. (2017). On the misreading of Horwitz, Horwitz & Cope (1986) and the need to balance anxiety research and the experiences of anxious language learners. In C. Gkonou, M. Daubney and J. M. Dewaele (Eds.), New insights into language anxiety (pp. 31-48). Multilingual Matters.
• Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.2307/327317
• Hosseini, S. A., & Mahmoodi, K. (2021). Flipped classroom model and its impact on Iranian EFL Learners' classroom anxiety and listening performance. Computer-Assisted Language Learning, 22(3), 1-16. Retrieved from http://callej.org/journal/22-3/Hosseini-Rajabi-Mahmoodi2021.pdf
• Hwang, G. J., Hsu, T. C., Lai, C. L., & Hsueh, C. J. (2017). Interaction of problem-based gaming and learning anxiety in language students' English listening performance and progressive behavioral patterns. Computers & Education, 106, 26-42. https://doi.org/10.1016/j.compedu.2016.11.010
• Ibrahim, M. (2012). Implications of designing instructional video using cognitive theory of multimedia learning. Critical Questions in Education, 3(2), 83-104. Retrieved from https://academyedstudies.files.wordpress.com/2014/12/mohamed_ibrahim_submissionfinal.pdf
• In’nami, Y. (2006). The effects of test anxiety on listening test performance. System, 34(3), 317-340. https://doi.org/10.1016/j.system.2006.04.005
• Ji, S., Qin, X., & Li, K. (2022). A systematic review of foreign language listening anxiety: Focus on the theoretical definitions and measurements. Frontiers in Psychology, 13, 859021. https://doi.org/10.3389/fpsyg.2022.859021
• Jiang, D., Renandya, W. A., & Zhang, L. J. (2017). Evaluating ELT multimedia courseware from the perspective of cognitive theory of multimedia learning, Computer Assisted Language Learning, 30(7), 726-744. http://dx.doi.org/10.1080/09588221.2017.1359187
• Jonassen, D., & Driscoll, M. (2013). Multiple-channel communication: The theoretical and research foundations of multimedia. In D. M. Moore, J. K. Burton, and R. J. Myers. (Eds.), Handbook of Research on Educational Communications and Technology (pp. 967-993). Routledge.
• Kabooha, R. (2016). Using movies in EFL classrooms: A study conducted at the English Language Institute (ELI), King Abdul-Aziz University. English Language Teaching, 9(3), 248-257. https://doi.org/10.5539/elt.v9n3p248
• Kabooha, R., & Elyas, T. (2018). The effects of YouTube in multimedia instruction for vocabulary learning: Perceptions of EFL students and teachers. English language teaching, 11(2), 72-81. http://doi.org/10.5539/elt.v11n2p72
• Kim, Y. J. (2018, July). The effects of mobile-assisted language learning (MALL) on Korean college students’ English-listening performance and English-listening anxiety. In Proceedings of the 8th International Conference on Languages, Social Sciences, Education and Interdisciplinary Studies (pp. 277-298). Retrieved from http://heaig.org/images/proceedings_pdf/H12174241.pdf
• Kim, M., & Baek, S. (2017). The structural relationship of factors in Korean fifth graders’ L2 listening proficiency. English, 21, 30(3), 337-364. Retrieved from https://www.dbpia.co.kr/Journal/articleDetail?nodeId=NODE08855041
• Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126-140. https://doi.org/10.1016/j.compedu.2016.05.006
• Li, R. (2022). Examining foreign language listening anxiety and its correlates: a meta-analysis. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, (38), 99-117. https://doi.org/10.30827/portalin.vi38.22173
• Lili, Z. H. A. I. (2015). Influence of anxiety on English listening comprehension: An investigation based on the freshmen of English majors. Studies in Literature and Language, 11(6), 40-47. http://dx.doi.org/10.3968/7952
• Liu, M. (2016). Interrelations between foreign language listening anxiety and strategy use and their predicting effects on test performance of high-and low-proficient Chinese university EFL learners. The Asia-Pacific Education Researcher, 25(4), 647-655. https://doi.org/10.1007/s40299-016-0294-1
• Liu, M., & Huang, W. (2011). An exploration of foreign language anxiety and English learning motivation. Education Research International, 493167. https://doi.org/10.1155/2011/493167
• Liu, M., & Xu, H. (2021). Testing effects of foreign language listening anxiety on Chinese university students' English listening test performance. Frontiers in psychology, 12, 701926. https://doi.org/10.3389/fpsyg.2021.701926
• Liu, M., & Yuan, R. (2021). Changes in and effects of foreign language classroom anxiety and listening anxiety on Chinese undergraduate students’ English proficiency in the COVID-19 context. Frontiers in Psychology, 12, 670824. https://doi.org/10.3389/fpsyg.2021.670824
• Liu, M., & Thondhlana, J. (2015). A study of Chinese university EFL learners' foreign language listening anxiety, listening strategy use and listening performance. Indonesian JELT: Indonesian Journal of English Language Teaching, 10(1), 33-57. https://doi.org/10.25170/ijelt.v10i1.1507
• Lucas, R. I., Miraflores, E., & Go, D. (2011). English language learning anxiety among foreign language learners in the Philippines. Philippine ESL Journal, 7(94-119). Retrieved from https://www.researchgate.net/publication/256495249_English_Language_Learning_Anxiety_among_Foreign_Language_Learners_in_the_Philippines
• Luijkx, A., Gerritsen, M., & van Mulken, M. (2020). The effect of Dutch student errors in German business letters on German professionals. Business and Professional Communication Quarterly, 83(1), 34-56. https://doi.org/10.1177/2329490619870550
• Luu, M. T. L., Lian, A. P., & Siriyothin, P. (2021). Developing EFL learners’ listening comprehension through a computer-assisted self-regulated prosody-based listening platform. CALL-Electronic Journal, 22(1), 246-263. Retrieved from http://callej.org/journal/22-1/Luu-Lian-Siriyothin2021.pdf
• Lynch, T. (2009). Teaching second language listening. Oxford University Press.
• MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second‐language learning: Toward a theoretical clarification. Language learning, 39(2), 251-275. https://doi.org/10.1111/j.1467-1770.1989.tb00423.x
• Magen-Nagar, N., & Shonfeld, M. (2018). The impact of an online collaborative learning program on students’ attitude towards technology. Interactive Learning Environments, 26(5), 621-637. https://doi.org/10.1080/10494820.2017.1376336
• Mayer, R. (Ed.). (2014). The Cambridge handbook of multimedia learning (2nd Ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369
• Mayer, R. (2009). Multimedia learning (2nd Ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511811678
• Mesri, F. (2012). The relationship between gender and Iranian EFL learners' foreign language classroom anxiety (FLCA). International Journal of Academic Research in Business and Social Sciences, 2(6), 147. Retrieved from https://knowledgewords.com/images/the-relationship-between-gender-and-iranian-efl-learners-foreign-language-classroom-anxiety-flca.pdf
• Mills, N., Pajares, F., & Herron, C. (2006). A reevaluation of the role of anxiety: Self‐efficacy, anxiety, and their relation to reading and listening proficiency. Foreign language annals, 39(2), 276-295. https://doi.org/10.1111/j.1944-9720.2006.tb02266.x
• Moyer, A. (2006). Language contact and confidence in second language listening comprehension: a pilot study of advanced learners of German. Foreign Language Annals, 39(2), 255-275. https://doi.org/10.1111/j.1944-9720.2006.tb02265.x
• Namaziandost, E., Neisi, L., & Momtaz, S. (2019). The effectiveness of flipped classroom model on listening comprehension among Iranian upper-intermediate EFL learners. Journal of Applied Linguistics and Language Research, 6(4), 129-139. Retrieved from http://www.jallr.com/index.php/JALLR/article/view/1045
• Nomass, B. B. (2013). The impact of using technology in teaching English as a second language. English language and literature studies, 3(1), 111. https://doi.org/10.5539/ells.v3n1p111
• Nunan, D. (2002). Listening in language learning. In J. C. Richards and W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 238- 241). CUP.
• Nunan, D., & Miller, L. (1995). New ways in teaching listening. TESOL.
• O'Malley, J. M., Chamot, A. U., & Küpper, L. (1989). Listening comprehension strategies in second language acquisition. Applied linguistics, 10(4), 418-437. https://doi.org/10.1093/applin/10.4.418
• Osada, N. (2004). Listening comprehension research: A brief review of the past thirty years. Dialogue, 3(1), 53-66. Retrieved from http://www.talk-waseda.net/dialogue/no03_2004/2004dialogue03_k4.pdf
• Otair, I., & Abd Aziz, N. H. (2017). Exploring the causes of listening comprehension anxiety from EFL Saudi learners’ perspectives: A pilot study. Advances in Language and Literary Studies, 8(4), 79-84. Retrieved from https://journals.aiac.org.au/index.php/alls/article/view/3706
• Polat, M., & Eristi, B. (2019). The effects of authentic video materials on foreign language listening skill development and listening anxiety at different levels of English proficiency. International Journal of Contemporary Educational Research, 6(1), 135-154. https://doi.org/10.33200/ijcer.567863
• Qiu, Y., & Luo, W. (2022). Investigation of the effect of flipped listening instruction on the listening performance and listening anxiety of Chinese EFL students. Frontiers in Psychology, 13, 1043004. https://doi.org/10.3389/fpsyg.2022.1043004
• Rahimi, M., & Soleymani, E. (2015). The impact of mobile learning on listening anxiety and listening comprehension. English Language Teaching, 8(10), 152-161. http://dx.doi.org/10.5539/elt.v8n10p152
• Saito, Y., & Samimy, K. K. (1996). Foreign language anxiety and language performance: A study of learner anxiety in beginning, intermediate, and advanced‐level college students of Japanese. Foreign language annals, 29(2), 239-249. https://doi.org/10.1111/j.1944-9720.1996.tb02330.x
• Saputra, Y., & Fatimah, A. S. (2018). The use of TED and YOUTUBE in extensive listening course: Exploring possibilities of autonomy learning. Indonesian JELT: Indonesian Journal of English Language Teaching, 13(1), 73-84. https://doi.org/10.25170/ijelt.v13i1.1451
• Shahnama, M., Ghonsooly, B., & Shirvan, M. E. (2021). A meta-analysis of relative effectiveness of flipped learning in English as second/foreign language research. Educational Technology Research and Development, 69(3), 1355-1386. https://doi.org/10.1007/s11423-021-09996-1
• Shu-Yan, W., & Cha, K. W. (2019). Foreign language listening anxiety factors affecting listening performance of Chinese EFL learners. Journal of Asia TEFL, 16(1), 121. http://dx.doi.org/10.18823/asiatefl.2019.16.1.8.121
• Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational psychology review, 22, 123-138. https://doi.org/10.1007/s10648-010-9128-5
• Tanir, A. (2022). Comparing synchronous and asynchronous learning environments during process of learning German as a third language in terms of enhancing students' metacognitive awareness. Higher Education Studies, 12(2), 168-192. https://doi.org/10.5539/hes.v12n2p168
• Tanir, A. (2020). Learning difficulties in German as a third language experienced by Turkish undergraduate students. International Education Studies, 13(6), 131-145. https://doi.org/10.5539/ies.v13n6p131
• Vaezi, R., Afghari, A., & Lotfi, A. (2019). Investigating listening comprehension through flipped classroom approach: Does authenticity matter. Call-Ej, 20(1), 178-208. Retrieved from http://callej.org/journal/20-1/Vaezi-Afghari-Lotfi2019.pdf
• Vafaee, P., & Suzuki, Y. (2020). The relative significance of syntactic knowledge and vocabulary knowledge in second language listening ability. Studies in Second Language Acquisition, 42(2), 383-410. https://doi.org/10.1017/S0272263119000676
• Valizadeh, M. R., & Alavinia, P. (2013). Listening comprehension performance viewed in the light of emotional intelligence and foreign language listening anxiety. English Language Teaching, 6(12), 11-26. http://dx.doi.org/10.5539/elt.v6n12p11
• van Alten, D. C., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, 100281. https://doi.org/10.1016/j.edurev.2019.05.003
• Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language teaching, 40(3), 191-210. https://doi.org/10.1017/S0261444807004338
• Vandergrift, L. (2004). 1. Listening to learn or learning to listen?. Annual review of applied linguistics, 24, 3-25. https://doi.org/10.1017/S0267190504000017
• Vandergrift, L., & Goh, C. (2012). Teaching and learning second language listening: Metacognition in action. Routledge. https://doi.org/10.4324/9780203843376
• Vogely, A. J. (1998). Listening comprehension anxiety: Students' reported sources and solutions. Foreign language annals, 31(1), 67-80. https://doi.org/10.1111/j.1944-9720.1998.tb01333.x
• Vogely, A. (1995). Perceived strategy use during performance on three authentic listening comprehension tasks. The Modern Language Journal, 79(1), 41-56. https://doi.org/10.1111/j.1540-4781.1995.tb05414.x
• Walker, N. (2014). Listening: The most difficult skill to teach. Encuentro, 23(1), 167-175. Retrieved from https://erevistas.publicaciones.uah.es/ojs/index.php/encuentro/issue/view/157/97
• Waring R. (2003). The relationship between extensive reading and extensive listening. Retrieved from www.extensivereading.net/docs/ER-JALT2003/JALT2003-aring.doc
• Weber, A., & Cutler, A. (2006). First-language phonotactics in second-language listening. The Journal of the Acoustical Society of America, 119(1), 597-607. https://doi.org/10.1121/1.2141003
• Wilson, J. T. S. (2006). Anxiety in learning English as a foreign language: Its associations with student variables, with overall proficiency, and with performance on an oral test. (Doctoral dissertation). https://digibug.ugr.es/bitstream/handle/10481/1074/16235290.pdf;jsessionid=8A4B0BF8FAD2F80237070B0299328A94?sequence=1
• Witkin, B. R. (1990). Listening theory and research: The state of the art. International Journal of Listening, 4(1), 7-32. https://doi.org/10.1207/s1932586xijl0401_3
• Wolvin, A. D. (2018). Listening processes. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching, (pp. 1-7). John Wiley & Sons. https://doi.org/10.1002/9781118784235.eelt0569
• Xiaoyan, S. (2018). The application of flipped classroom model in college English listening teaching. In International Conference on Education, Psychology, and Management Science (ICEPMS 2018). Francis Academic Press. https://doi.org/10.25236/icepms.2018.224
• Xu, F. (2011). Anxiety in EFL listening comprehension. Theory & Practice in Language Studies, 1(12). https://doi.org/10.4304/tpls.1.12.1709-1717
• Xu, J., & Huang, Y. T. (2018). The mediating effect of listening metacognitive awareness between listening test anxiety and listening test performance. The Asia-Pacific Education Researcher, 27(4), 313-324. https://doi.org/10.1007/s40299-018-0388-z
• Yaacob, A., Amir, A. S. A., Asraf, R. M., Yaakob, M. F. M., & Zain, F. M. (2021). Impact of Youtube and video podcast on listening comprehension among young learners. International Journal of Interactive Mobile Technologies, 15(20), 4-19. https://doi.org/10.3991/ijim.v15i20.23701
• Yamauchi, Y. (2014). Revised version of the foreign language listening anxiety scale: precise description of subordinate concepts' influence on learners. ARELE: Annual Review of English Language Education in Japan, 25, 143-158. https://doi.org/10.20581/arele.25.0_143
• Zhang, X. (2013). Foreign language listening anxiety and listening performance: Conceptualizations and causal relationships. System, 41(1), 164-177. http://dx.doi.org/10.1016/j.system.2013.01.004
• Zhang, X., Dai, S., & Ardasheva, Y. (2020). Contributions of (de) motivation, engagement, and anxiety to English listening and speaking. Learning and Individual differences, 79, 101856. https://doi.org/10.1016/j.lindif.2020.101856