An Empirical Study On English Listening Anxiety And Management Strategy In Web-based Autonomous Learning

In recent years, the importance of listening learning has attracted morescholars’ attention. The studies on listening anxiety and listening strategieshave been increasing. Recent researchers in this field confined to thetraditional listening environment, virtually leaving out autonomous listening,which this study attempts to investigate.Based on the fruitful previous studies, this thesis’ major purposes include:firstly, to study the general characteristics of listening anxiety underautonomous learning environment among non-English major students;secondly, to explore the general characteristics of management strategy use;and also, to find out the difference between high score group and low scoregroup in management strategy use; thirdly, to investigate the relationshipbetween management strategy use and listening anxiety.The subjects in this study are sixty freshmen using experiencing Englishlistening and speaking autonomous learning software in North University of China. This thesis tries to explore the general characteristics of listeninganxiety and management strategy use, and also the relationship between them.The instruments include two questionnaires, Foreign Language ListeningAnxiety Scale (FLLAS) and Management Strategy Questionnaire (MSQ),interview and listening proficiency. All these data collected were processed bySPSS17.0. Data analysis has generated the following findings: first, underautonomous learning environment, most students experience a moderate levelof English listening anxiety. However, what is different from previous is thatfemales’ listening anxiety is higher than male students. The anxiety level ofhigh score group is higher than the low score group; Secondly, there is nosignificance in using management strategy between female students and malestudents; thirdly, independent samples T-test suggests that significance in theuse of overall management strategy as well as the subcategories一planning,monitoring, and evaluating between high score group and low core group.Among all these three subcategories, monitoring strategy is the mostfrequently used. And the planning strategy is the least frequently used. What’smore, the correlation between students’ listening anxiety level and use of management strategy is significant negative.Based on the findings, implications are given to both teachers andstudents. First of all, teachers should help students understand the function ofmanagement strategy and be aware of it. And then, teachers also need to teachsome basic management strategy, giving them more opportunities to practice,that is, cultivating management strategy use in language should be put into thewhole process of classroom teaching and learning.