Academic Buoyancy Mediates EFL Listening Self-efficacy’s Effect On Listening Anxiety:An Investigation Of English Majors In China

Learning anxiety is a key factor affecting learners’ emotional disorders.It is widely believed that anxiety acts as a barrier to foreign language learning.Studies found that anxiety can be reduced through changing the influence of its relevant factors.Some studies suggested that self-efficacy,a cognitive variable in language learning,has a significant impact on individual’s affection and the improvement of it can help to reduce anxiety.In the field of foreign language learning,studies of anxiety and self-efficacy mainly focused on reading and writing.The research on anxiety and self-efficacy in English listening needs to be explored.However,in English listening learning,it is common for learners to face academic adversity and get different degrees of anxious,which can interfere with their learning.And academic buoyancy refers to the ability of students to face setbacks and challenges,and deal with academic adversities.The present study aims to explore the relationship among English listening self-efficacy,academic buoyancy and English listening anxiety.It aims to answer the following questions:(1)What is the current situation of English listening self-efficacy,English academic buoyancy and English listening anxiety for Chinese English majors?(2)Is there any relationship among English listening self-efficacy,English academic buoyancy and English listening anxiety? The first question aims to explore the general situation of English listening self-efficacy,English academic buoyancy and English listening anxiety of Chinese English majors,and their differences in gender and English Listening level.The second question aims to investigate the correlations between English listening self-efficacy,English academic buoyancy and English listening anxiety,as well as the mediating effect of English academic buoyancy on the relation between English listening self-efficacy and English listening anxiety.In the study,300 English majors were selected as the samples from Chinese universities,and the English Listening Self-efficacy Scale(ELSES),ForeignLanguage Listening Anxiety Scale(FLLAS),Academic Buoyancy Questionnaire(ABS)were used to measure their English listening self-efficacy,English listening anxiety and academic buoyancy.The results revealed that:Firstly,English listening self-efficacy,English academic buoyancy and English listening anxiety of Chinese English majors are at a middle level.Secondly,there is no significant difference in English listening self-efficacy,English academic buoyancy and English listening anxiety between male and female students.There is no significant difference in English academic buoyancy and English listening anxiety among students with different levels while a significant difference is found in English listening self-efficacy.Thirdly,English listening self-efficacy is significantly and negatively correlated to English listening anxiety,and the relationship between English listening self-efficacy and English academic buoyancy is significant and negative.There is a significant and positive relationship between English listening self-efficacy and English academic buoyancy.Fourthly,English academic buoyancy plays a partial mediating role in the relationship between English listening self-efficacy and English listening anxiety.The indirect effect of English academic buoyancy on the relationship between English listening self-efficacy and English listening anxiety accounts for twenty-five percent of the total effect.This study theoretically verifies the relationship among English listening self-efficacy,English academic buoyancy and English listening anxiety,and practically provides several suggestions for teachers to improve the listening self-efficacy of English majors.Limitations of this study and suggestions for future studies are also proposed.