Predictive effects of foreign language listening emotions on listening achievement

Introduction While anxiety has been extensively studied, other emotions have remained largely unexamined in foreign language listening research, and their effects on listening achievement remain uncertain. This study aimed to investigate the predictive effects of anxiety, boredom, and enjoyment on listening achievement, while developing and validating foreign language listening boredom and enjoyment scales. Methods Two sub-studies were conducted with three separate samples of Chinese English-as-a-foreign-language (EFL) university students ( N ₁ = 35; N ₂ = 338; N ₃ = 362). Based on open-ended data from Sample 1, Study 1 developed the preliminary Foreign Language Listening Boredom and Enjoyment Scales. These were then administered to Samples 2 and 3. Exploratory factor analysis with Sample 2 revealed a unidimensional structure for the boredom scale and a two-factor structure (private and social enjoyment) for the enjoyment scale. Confirmatory factor analysis with Sample 3 validated these structures, showing strong reliability ( α = .89–.94) and multiple forms of validity. Study 2 collected listening achievement data from Sample 3, including IELTS and College English Test Band 4 listening scores and self-reported listening self-efficacy. Results Regression analysis indicates that boredom consistently and negatively predicted listening achievement, whereas enjoyment appeared to have a positive effect; anxiety showed varying and context-dependent predictive influence. Discussion The findings highlight the robust and distinct roles of multiple listening emotions in EFL listening success, supporting the need for emotion-sensitive listening pedagogy that fosters positive engagement and mitigates disengagement.