Relationship between Metacognitive Awareness, Listening Anxiety and Ambiguity Tolerance of Turkish EFL Learners
The present study aims to investigate the relationship between listening metacognitive awareness and listening anxiety with relation to the ambiguity tolerance in foreign language teaching. Participants included 374 participants studying at the School of Foreign Languages from three different univer...
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| Veröffentlicht in: | The reading matrix 2022-09, Vol.22 (2), p.92 |
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| creator | Durmaz, Büşra Nur Aşık, Asuman |
| description | The present study aims to investigate the relationship between listening metacognitive awareness and listening anxiety with relation to the ambiguity tolerance in foreign language teaching. Participants included 374 participants studying at the School of Foreign Languages from three different universities in Turkey. With sequential explanatory research design, the data were collected through three scales: metacognitive awareness listening questionnaire, foreign language listening anxiety and second language tolerance of ambiguity and semi-structured interviews with 16 students. Results showed that there was (1) a significant negative correlation between ambiguity tolerance and listening anxiety, (2) a significant negative correlation between ambiguity tolerance and metacognitive awareness, (3) no significant correlation between metacognitive awareness and listening anxiety, (4) the moderator effect of ambiguity tolerance in the relationship between listening metacognitive awareness and listening anxiety in the Turkish EFL context. |
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Results showed that there was (1) a significant negative correlation between ambiguity tolerance and listening anxiety, (2) a significant negative correlation between ambiguity tolerance and metacognitive awareness, (3) no significant correlation between metacognitive awareness and listening anxiety, (4) the moderator effect of ambiguity tolerance in the relationship between listening metacognitive awareness and listening anxiety in the Turkish EFL context.</description><identifier>EISSN: 1533-242X</identifier><language>eng</language><publisher>Long Beach City College: Meena Singhal/John Liontas, Long Beach City College, CA</publisher><subject>Ambiguity ; Anxiety ; English as a second language instruction ; Listening ; Metacognition ; Research design</subject><ispartof>The reading matrix, 2022-09, Vol.22 (2), p.92</ispartof><rights>Copyright Meena Singhal/John Liontas, Long Beach City College, CA Sep 2022</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780</link.rule.ids></links><search><creatorcontrib>Durmaz, Büşra Nur</creatorcontrib><creatorcontrib>Aşık, Asuman</creatorcontrib><title>Relationship between Metacognitive Awareness, Listening Anxiety and Ambiguity Tolerance of Turkish EFL Learners</title><title>The reading matrix</title><description>The present study aims to investigate the relationship between listening metacognitive awareness and listening anxiety with relation to the ambiguity tolerance in foreign language teaching. 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| ispartof | The reading matrix, 2022-09, Vol.22 (2), p.92 |
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| source | Education Source; DOAJ Directory of Open Access Journals; EZB-FREE-00999 freely available EZB journals |
| subjects | Ambiguity Anxiety English as a second language instruction Listening Metacognition Research design |
| title | Relationship between Metacognitive Awareness, Listening Anxiety and Ambiguity Tolerance of Turkish EFL Learners |
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