Perceived Instrumentality and Motivational Self-Guides as Predictors of Listening Proficiency: Reconsidering the Role of Listening Anxiety

Abstract Background This study examines the relationships among perceived instrumentality, ideal and ought-to second language (L2) selves, foreign language listening anxiety, and English listening performance among Chinese private college students. Method English listening performance and motivational-affective variables were assessed using a standardized test and questionnaire survey among 147 non-English major sophomores, and analyzed through descriptive statistics, correlation, regression, and mediation analyses. Results (1) perceived instrumentality positively influenced both the ideal and ought-to L2 selves; (2) the ideal L2 self mediated the relationship between perceived instrumentality and listening performance, while also suppressing the direct effect of the ought-to L2 self on listening anxiety; (3) listening anxiety was intensified rather than alleviated by the ideal L2 self and did not significantly impair listening performance. Conclusion These findings contrast with previous research, indicating that learners’ idealized self-images as proficient English users could increase anxiety. However, such heightened anxiety does not necessarily affect their listening performance, possibly due to the target population’s limited English proficiency. Further empirical and longitudinal research on this under-investigated demographic is recommended to better inform language teaching practices.