Reading While Listening (RWL) in an Extensive Listening Course to Reduce Student Teachers’ Foreign Language Listening Anxiety (FLLA)
Abstract
In most of initial teacher education (ITE) institutions in Indonesia, teaching listening is mostly anchored with teaching for comprehension in which the inputs are restricted in classroom context or teacher educators’ textbooks. Lacking of inputs in listening may cause the inability to process larger aural texts in normal rates. Consequently, it is indicated that the types of listening inputs influence student teachers’ foreign language listening anxiety (FLLA). They experience FLLA with less listening inputs and the high rate of listening fluency during processing the authentic listening materials. However, in fact, exposing far richer and the greater quantity of comprehensible inputs in an extensive listening (EL) is the main requirement to become proficient teachers in the actual classrooms. With this reason, reducing their FLLA using comprehensible input in EL is highly pivotal. In addition, their FLLA can also be reduced using listening support to facilitate their comprehension. This correlated experimental study was to examine the effect of reading while listening (RwL) as the support and comprehensible input of listening. It was conducted between March to April 2018 in an English Education Department of a private ITE context in East Java, Indonesia. 57 student teachers participated in the foreign language listening anxiety (FLLA) survey to determine their FLLA levels in pre-test. 37 student teachers identified as high FLLA group according to the mean scores of FLLA survey were further investigated in the RwL experimentation. It reveals that the scores of student teachers’ FLLA survey after being taught using RwL input in post-test were lower than their previous FLLA scores in initial FLLA scores classification levels in the pre-test. It shows that the scores of FLLA student teachers were significantly reduced. It indicates that reducing student teachers’ high FLLA anxiety level via RwL contributes to the application of EL.
Keywords: extensive listening, reading while listening, EFL listening anxiety, initial teacher education
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