The Association Between Adolescent EFL Learners' L2 Listening Motivation and Self-Efficacy: Unpacking the Emotional Bridge of Enjoyment, Boredom and Anxiety
European Journal of Education, cilt.61, sa.1, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 61 Sayı: 1
- Basım Tarihi: 2026
- Doi Numarası: 10.1111/ejed.70404
- Dergi Adı: European Journal of Education
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), MLA - Modern Language Association Database, Public Affairs Index
- Anahtar Kelimeler: anxiety, boredom, EFL learners, enjoyment, L2 listening motivation, self-efficacy
- İstanbul Medipol Üniversitesi Adresli: Evet
Özet
The role of psychoaffective factors in second or foreign language (L2) listening has sparsely been reported in the literature. Moreover, the influence and interplay of learner emotions and motivation on L2 learners' listening self-efficacy remains underexplored. To bridge this gap, the present research explored how adolescent English as a foreign language (EFL) learners' L2 listening motivation, along with the mediating impact of negative and positive emotions, predicts self-efficacy in L2 listening. To achieve this, 302 adolescent learners (33 male and 269 female) studying English were voluntarily recruited and a battery of questionnaires was administered. The results of the structural equation modelling showed that L2 listening motivation has a significant and direct effect on L2 listening self-efficacy. Moreover, all the mediators (i.e., enjoyment, boredom and anxiety) showed significant contributions to L2 listening self-efficacy. L2 listening motivation, in turn, had a significant effect on all the positive and negative emotions. The analyses also revealed that L2 listening enjoyment, boredom and anxiety are strong mediators in the model. While enjoyment demonstrated a positive impact on the relationship between L2 listening motivation and self-efficacy, boredom and anxiety contributed negatively. The findings are discussed in alignment with the relevant educational theories, and pedagogical implications are provided for L2 teachers and trainers regarding the emotional dynamics of L2 listening instruction.