Document Type : Original Article

Author

• Mohammad Qasim Farooqi

Department of English Language and Literature, Badghis Institute of Higher Education

Abstract

Listening comprehension anxiety (LCA) is a challenge for some English major university students in Afghanistan. Due to LCA, some of these learners have problems understanding a listening record though their English level is advanced. Hence, the present study aimed to explore the factors causing LCA for these learners and the strategies they use as solutions to reduce their listening anxiety. In the current study, there were eight participants five males and three females who were chosen through a purposive sampling technique from the English Department of Education Faculty at Badghis Institute of Higher Education (BIHE). The study employed a qualitative research design where semi-structured interviews were conducted to collect data from the participants. After collecting the data, they were transcribed, analyzed, and eight significant themes emerged. The themes included the participants' LCA factors and strategies they used to reduce their anxiety in a listening activity. Teachers and learners could use the findings from this study worldwide to enhance students' listening comprehension and reduce their LCA. 

Keywords

• Listening anxiety
• listening anxiety factors and strategies
• EFL learners
• Afghanistan higher education