The present research examined the associations
between foreign language listening anxiety (FLLA) and
strategy use (FLLSU) and their predicting effects on test
performance of high- and low-proficient Chinese university
English as a foreign language learners. 1160 first-year
undergraduate non-English majors answered the battery of
questionnaires and took the listening test, among whom
227 low- and 243 high-proficient students were included in
the final analyses of the collected data. The findings were
as follows: (1) the low-proficient group was significantly
more anxious about English listening and less confident in
their English listening proficiency, and employed wordoriented
and less active listener strategies significantly
more often than their high-proficient peers, (2) FLLA was
generally significantly correlated with FLLSU for both
high- and low-proficient groups, and (3) FLLSU was a
good predictor for English listening test performance for
both low- and high-proficient students. It is thus concluded
that FLLA and FLLSU are two closely interrelated and
important factors in second/foreign language (SL/FL)
learning, that FLLSU is a more influential factor for SL/FL
listening learning, and that proficiency greatly mediates
students’ FLLA levels and FLLSU frequencies

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• Interrelations Between Foreign Language Listening Anxiety and Strategy Use and Their Predicting Effects on Test Performance of High- and Low-Proficient Chinese University EFL Learners