Overcoming Anxiety in Academic Listening: Strategies Employed by Indonesian EFL Students
DOI:
https://doi.org/10.21460/saga.2026.71.244Keywords:
Listening Anxiety, Academic Listening, Anxiety Coping Strategies, EFL studentsAbstract
This study investigates how EFL (English as a Foreign Language) students cope with anxiety during academic listening tasks. Listening anxiety is a common issue among EFL students that may negatively impact on their understanding and performance, especially in academic settings. Using a qualitative research approach, data was gathered through semi-structured interviews with students who had completed academic listening courses at a private university in Central Java. Thematic analysis revealed the occurrence of four main themes: levels of listening anxiety (high, moderate, mild), the role of lecturers (strict or supportive), and coping strategies (cognitive, metacognitive, socio-affective, and spiritual). Students reported experiencing test-related anxiety, misinterpreting audio, and losing focus. To cope, they employed strategies such as prior preparation, mindset shifts, peer support, and prayer. The study highlights the need for both emotional and instructional support to help lower listening anxiety and provides valuable suggestions for teachers to improve students’ listening skills and emotional well-being in EFL classrooms.
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