Research article | Open Access
International Journal of Language and Education Research 2025, Vol. 7(3) 213-238
Flipped Learning and Foreign Language Listening Anxiety: Cognitive, Affective, Motivational, and Sociocultural Perspectives
pp. 213 - 238
Publish Date: December 31, 2025 | Single/Total View: 4/2 | Single/Total Download: 4/2
Abstract
This article, theoretically, explored how flipped learning can mitigate Foreign Language Listening Anxiety (FLLA) through the integration of six pioneering frameworks: Cognitive Load Theory, the Affective Filter Hypothesis, Social Cognitive Theory, Schema Theory, Metacognitive Models, and Multimodal Input Processing. The theoretical model suggested explains how the flipped instruction can alleviate listening anxiety in the form of less processing overload, lower affective filters, enhanced sense of self-efficacy, engagement of existing knowledge, utilization of metacognitive strategies, and use of multimodal input to build meaning. Empirical study examination identifies instances supporting both arguments where the flipped strategies improve comprehension without diminishing anxiety and counter instances when, even with improved performance, anxiety does not decrease. The synthesis emphasizes that flipped pedagogy does not necessarily work; it depends on moderating factors such as task complexity, learner autonomy, teacher mediation, peer interaction, cultural context, and access to technology. Beyond descriptive overview, the studies reconceptualize FLLA as a multivariate construct depending on cognitive, affective, motivational, and sociocultural processes. It also makes design principle deductions for anxiety-sensitive instruction and offers research directions on mediating and moderating factors that are believed to affect FLLA in flipped learning. The article ends by hypothesizing that well-designed flipped learning can transform the classroom into a preparation room of confidence and development.
Keywords: Flipped Learning, Foreign Language Listening Anxiety (FLLA), Theoretical Methodology, Language Pedagogy, Cognitive and Affective Frameworks
APA 7th edition
Makhlouf, A., & Rabahi, H. (2025). Flipped Learning and Foreign Language Listening Anxiety: Cognitive, Affective, Motivational, and Sociocultural Perspectives. International Journal of Language and Education Research, 7(3), 213-238.
Harvard
Makhlouf, A. and Rabahi, H. (2025). Flipped Learning and Foreign Language Listening Anxiety: Cognitive, Affective, Motivational, and Sociocultural Perspectives. International Journal of Language and Education Research, 7(3), pp. 213-238.
Chicago 16th edition
Makhlouf, Abdelkader and Hanane Rabahi (2025). "Flipped Learning and Foreign Language Listening Anxiety: Cognitive, Affective, Motivational, and Sociocultural Perspectives". International Journal of Language and Education Research 7 (3):213-238.
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