Pedagogical Implications of the Effects of Mobile Applications on Listening Anxiety: Focusing on Gender Differences
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This study investigated the relationship between the gender differences and the level of listening anxiety among English learners in Korea. 56 college students practiced English listening through mobile apps for four weeks, and filled out a 5-point Likert scale regarding listening anxiety (FLLAS) before and after the experiment. Also, they completed an open-ended questionnaire about their learning experience as the last step. The results showed different levels of listening anxiety between females and males, especially on anxiousness, confidence, and the attitude toward English. Female students exhibited higher anxiety while showing while showing higher confidence and more positive attitude toward English compared to their counterpart at the same time. However, there was no meaningful difference on the post test. On the open-ended questionnaire, similar patterns were discovered, and most responses were about their positive learning experience of using mobile apps for listening practice. This study concludes with suggestions for further studies and limitations of the study.
Abstract
This study investigated the relationship between the gender differences and the level of listening anxiety among English learners in Korea. 56 college students practiced English listening through mobile apps for four weeks, and filled out a 5-point Likert scale regarding listening anxiety (FLLAS) before and after the experiment. Also, they completed an open-ended questionnaire about their learning experience as the last step. The results showed different levels of listening anxiety between females and males, especially on anxiousness, confidence, and the attitude toward English. Female students exhibited higher anxiety while showing while showing higher confidence and more positive attitude toward English compared to their counterpart at the same time. However, there was no meaningful difference on the post test. On the open-ended questionnaire, similar patterns were discovered, and most responses were about their positive learning experience of using mobile apps for listening practice. This study concludes with suggestions for further studies and limitations of the study.
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