The Mediating Effect of Listening Metacognitive Awareness Between Listening Test Anxiety and Listening Test Performance

The Mediating Effect of Listening Metacognitive Awareness Between Listening Test Anxiety and... This study aims to test the mediating effect of listening metacognitive awareness between listening anxiety and listening test score, as well as between test anxiety and listening test score, among a sample of 402 Chinese English as a foreign language test takers. Participants filled in the questionnaires in a self-reported manner, and structural equation modeling was used to analyze the data. Results showed that listening metacognitive awareness mediates the relationship between listening anxiety and listening test score, as well as the relationship between test anxiety and listening test score. In addition, listening metacognitive awareness mediates the relationship between listening anxiety and listening test score in a low listening proficiency group but not in a high listening proficiency group. Finally, listening metacognitive awareness does not mediate the relationship between test anxiety and listening test score in both groups. The theoretical and practical implications were discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Asia-Pacific Education Researcher Springer Journals

The Mediating Effect of Listening Metacognitive Awareness Between Listening Test Anxiety and Listening Test Performance

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Publisher
Springer Journals
Copyright
Copyright © 2018 by De La Salle University
Subject
Education; Education, general; Learning and Instruction; Sociology of Education; Educational Policy and Politics; International and Comparative Education
ISSN
0119-5646
eISSN
2243-7908
D.O.I.
10.1007/s40299-018-0388-z
Publisher site
See Article on Publisher Site

Abstract

This study aims to test the mediating effect of listening metacognitive awareness between listening anxiety and listening test score, as well as between test anxiety and listening test score, among a sample of 402 Chinese English as a foreign language test takers. Participants filled in the questionnaires in a self-reported manner, and structural equation modeling was used to analyze the data. Results showed that listening metacognitive awareness mediates the relationship between listening anxiety and listening test score, as well as the relationship between test anxiety and listening test score. In addition, listening metacognitive awareness mediates the relationship between listening anxiety and listening test score in a low listening proficiency group but not in a high listening proficiency group. Finally, listening metacognitive awareness does not mediate the relationship between test anxiety and listening test score in both groups. The theoretical and practical implications were discussed.

Journal

The Asia-Pacific Education ResearcherSpringer Journals

Published: Jun 1, 2018

References

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