Enhancing metacognitive awareness is considered an accelerating factor in listening skill development and empowers listeners’ autonomy. Anxiety is believed to be one of the affective factors that hinder the listening process the most. Previous studies have revealed that listening metacognitive awareness (LMA) and foreign language listening anxiety (FLLA) are related to listening performance. Interestingly, the interaction among LMA, FLLA, and English listening proficiency (ELP) in the context of English Major university students in China is not paid much attention to. This study examines the relationship among university students’ LMA, FLLA, and ELP. Besides, the impact of LMA and FLLA on the high- and low-proficiency groups of English listening is discussed. To this end, 276 English Major senior students were recruited to attend the experiment. To address the research questions, quantitative data analysis techniques, including descriptive statistics analysis, Pearson correlation, and Binary logistic regression, were run to analyze the data. Results reveal a significant positive correlation between the participants’ LMA and ELP. A significant and negative correlation between their FLLA and ELP is observed. Finally, LMA and FLLA both function significantly in grouping participants’ ELP into high- and low levels.
1. Introduction
2. Literature Review
3. Methods
4. Results
5. Discussion
6. Conclusion
References