Students’ L2 Anxiety and Listening Comprehension

 SUMMARY

EXISTING KNOWLEDGE

1. Language Anxiety in L2 Learning: Anxiety in second language (L2) learning, especially for listening comprehension, is a known obstacle. High anxiety can lower focus and negatively impact performance.

2. Explicit vs. Implicit Mediation Techniques: Explicit mediation (e.g., direct explanations) and implicit mediation (e.g., hints) are common in L2 instruction. Each method influences student anxiety and comprehension differently.

3. Cultural Influence on Anxiety: Cultural factors contribute to L2 anxiety levels. In Iran, where academic achievement is highly valued, students may experience increased anxiety in learning English listening skills.

NEW INSIGHTS

1. Explicit Mediation Reduces Anxiety: Darijani’s study found that explicit mediation techniques significantly reduced L2 listening anxiety among Iranian high school students. Direct instruction provided a sense of support, enhancing comprehension.

2. Long-Term Benefits of Implicit Techniques: While explicit methods reduced immediate anxiety, implicit techniques promoted independent problem-solving and critical thinking, gradually building students' confidence over time.

3. Gender Variances in L2 Anxiety: The study revealed that female students experienced higher levels of listening anxiety than male students. This suggests a need for approaches tailored to varying anxiety levels in L2 learning.

PUTTING RESEARCH INTO PRACTICE

1. Combine Mediation Approaches: Teachers should use a balanced approach, providing explicit guidance initially and gradually introducing implicit techniques to support both confidence and autonomy.

2. Implement Anxiety-Reduction Practices: Techniques such as deep breathing before listening tasks can help students manage anxiety and approach L2 learning with greater ease.

3. Adopt Gender-Sensitive Strategies: Recognizing that female students may experience higher anxiety, teachers could offer targeted support to address these specific needs and promote equitable learning outcomes.

REFERENCE: 

Article Title: A Comparative Study of Explicit and Implicit Mediators at Iranian High Schools: Students’ L2 Anxiety and Listening Comprehension.   

Authors: Mohammad Darijani and colleagues Journal: Research in English Language Pedagogy Year: 2023