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대학생의 영어 듣기 불안과 상관 요인 연구—메타인지와 듣기 성취도를 중심으로

A Study of Listening Anxiety and Its Correlates among College Students: Focus on Metacognition and Listening Achievement

유석훈|박수진
21세기영어영문학회 (The 21st Century Association Of English Language And Literature)|2023.09|영어영문학21 (English21)|제36권 제3호|pp. 143-173|DOI 10.35771/engdoi.2023.36.3.007

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참고문헌

키워드

listening anxietySLAGPAlistening achievementlistening metacognition
주제분류영어와문학

초록

This study aims to explore the correlates between English listening anxiety, metacognition, listening scores, and GPA. Data were collected from 89 nursing students at a 4-year college located in Daejeon. Based on the research questions, descriptive statistics were collected and, a t-test, correlation, regression, and hierarchical multiple regression analysis were conducted. The research findings are as follows: First, when gender differences in listening anxiety and listening metacognition were examined, it was found that male students showed higher levels. However, this difference was not statistically significant. Second, investigating the correlation and influence between listening anxiety and metacognition revealed a negative correlation between the two. Metacognition predicted 5.5% of listening anxiety, while personal knowledge, a subscale of metacognition which pertains to learners’ understanding of themselves and their confidence, predicted 40% of listening anxiety. Third, listening scores showed a negative correlation with listening anxiety and a positive correlation with GPA. Listening anxiety and GPA together predicted 42% of listening scores.

Abstract

This study aims to explore the correlates between English listening anxiety, metacognition, listening scores, and GPA. Data were collected from 89 nursing students at a 4-year college located in Daejeon. Based on the research questions, descriptive statistics were collected and, a t-test, correlation, regression, and hierarchical multiple regression analysis were conducted. The research findings are as follows: First, when gender differences in listening anxiety and listening metacognition were examined, it was found that male students showed higher levels. However, this difference was not statistically significant. Second, investigating the correlation and influence between listening anxiety and metacognition revealed a negative correlation between the two. Metacognition predicted 5.5% of listening anxiety, while personal knowledge, a subscale of metacognition which pertains to learners’ understanding of themselves and their confidence, predicted 40% of listening anxiety. Third, listening scores showed a negative correlation with listening anxiety and a positive correlation with GPA. Listening anxiety and GPA together predicted 42% of listening scores.

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