The Effect of Bilingualism on the Listening Strategies and Listening Anxiety among Iranian Junior High School Students

Abstract

The main goal of this study was to cross-compare the relationship between bilingual and monolingual EFL learners' listening strategy use (cognitive, metcognitive, and socioaffetive) and their listening anxiety. In this study, the Persian versions of Foreign Language Listening Anxiety Scale (FLLAS) and Listening Strategy Questionnaire (LSQ) were administered to 200 high-school students in Mashhad and Bojnourd, two cities in Northeast of Iran. The results demonstrated no significant difference between two groups of students neither in total listening strategy use nor in the comprising components, i.e., cognitive, metacognitive, and socioaffective. However, a significant difference was observed between two groups in listening anxiety. It was also found that bilingualism tends to moderate the association between strategies and anxiety.