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Abstract
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This study holds significant implications for both theoretical and practical domains. Theoretically, it contributes to the existing body of knowledge by bridging the gap in literature concerning listening anxiety (Chang, 2008, Gregerson, 2020; Ji et al., 2020) and its differential effects in online and onsite educational contexts. By applying established frameworks such as the affective filter hypothesis and cognitive load theory, the study advances our understanding of the complex interplay between affective and cognitive factors in language learning.
Practically, the findings of this research will inform educators, curriculum developers, and policymakers on how to design and implement listening instruction that addresses the unique challenges of both online and onsite learning environments. The study’s focus on Iraqi EFL learners adds a valuable cultural and contextual perspective, providing insights that can be adapted to similar settings in other regions. Additionally, the research will aid in the development of targeted interventions aimed at reducing listening anxiety and enhancing comprehension, thereby improving learners' overall language proficiency and academic success.
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