شبكة المعلومات العربية التربوية

The current search aimed to verify the predictability of listening anxiety and listening self- efficacy through the scores in the listening strategies’ scale of English as foreign language (EFL) female university students and knowing which listening strategies contribute more to listening anxiety and listening self-efficacy, as well as differences in listening strategies, listening anxiety and listening self-efficacy among students of the first and fourth year, Sample of the study consisted of 464 female students in the Department of Psychology- College of Humanities- Al-Azhar University- Cairo. 303 of the sample are students in the first year, and 161 in the fourth year. The present study adopted a relational descriptive approach, and the researchers prepared Scales of listening strategies, listening anxiety, and listening self-efficacy. Results of the study concluded that listening anxiety and listening self-efficacy can be predicted by the students' scores in the listening strategies scale, And that social- emotional listening strategies are the most strategies in predicting listening anxiety and listening self-efficacy, followed by cognitive strategies, then metacognitive strategies, Moreover, results show that there are statistically significant Score averages differences among female students of the first and fourth years in listening anxiety in favor of female students of the first year. Results also show that there are statistically significant Score averages differences among female students in the first and fourth years in their listening self-efficacy and listening strategies in favor of fourth year student. Finally, the research concluded by providing recommendations and suggested future research. (Published Abstract)