| dc.contributor.author | Ipek H. | |
| dc.date.accessioned | 2020-07-09T20:55:06Z | |
| dc.date.available | 2020-07-09T20:55:06Z | |
| dc.date.issued | 2020 | |
| dc.identifier.issn | 1090-4018 | |
| dc.identifier.uri | https://doi.org/10.1080/10904018.2020.1764359 | |
| dc.identifier.uri | https://hdl.handle.net/11421/23865 | |
| dc.description.abstract | This study investigated the relation between students’ Foreign Language Listening Anxiety (FLLA) and their former listening comprehension training and self-study, whether FLLA decreases after listening comprehension training and students’ expectations from their teachers. Fifty-six First-Year ELT students participated. Data were collected with an FLLA Scale and three open-ended questions. Results revealed no significant difference regarding FLLA and former listening comprehension training and self-study. A significant difference emerged in FLLA after listening comprehension training. Most participants had no previous listening comprehension training and self-study included watching series or films. Participants provided various suggestions for the course. © 2020, © 2020 International Listening Association. | en_US |
| dc.language.iso | eng | en_US |
| dc.publisher | Routledge | en_US |
| dc.relation.isversionof | 10.1080/10904018.2020.1764359 | en_US |
| dc.rights | info:eu-repo/semantics/closedAccess | en_US |
| dc.title | Effects of Former Experience, Self-study & Listening Comprehension Training on Foreign Language Listening Anxiety: The Case of EFL Teacher Candidates | en_US |
| dc.type | article | en_US |
| dc.relation.journal | International Journal of Listening | en_US |
| dc.contributor.department | Anadolu Üniversitesi | en_US |
| dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı | en_US |
