Mediating Effects of Communication Language Anxiety and Prior Learning Experience on Academic Listening of Libyan Students in Malaysian Higher Education

Abstract

There are many international students in Malaysia, which is ranked among the top ten destinations for 
international students, globally. Libyan EFL students were reported in 2017 as being the seventh biggest 
ethnic group enrolled in Malaysian higher education institutions. Malaysian universities use English in 
instruction, thus providing Libyan students opportunities to gain knowledge and develop their fields of 
study. However, to achieve academic success in such environments, intellectual engagement is essential, 
and listening and speaking challenges associated with language anxiety and prior learning experience 
could impede Libyan students’ communication abilities. In response to these factors, the students 
develop mediating learning strategies. Therefore, this study investigated Libyan students’ academic 
listening challenges and the strategies used to counter them. Using an explanatory, mixed-mode, 
sequential research design, the researchers conducted a questionnaire survey among 223 participants 
and performed 15 interviews and focus group discussion with collection of field notes and member 
checks. It was found that academic listening strategies are influenced by language challenges when 
communication language anxiety and prior learning experience mediate the effects of listening 
challenges and the implementation of strategies meant to overcome them. From the results of the study, 
the researchers believe that stakeholders should seriously consider the challenges that Libyan 
international students face due to their negative prior learning experience, and future researchers should 
focus more in-depth on the roles of prior learning and emotional factors to provide more insight about 
the reasons for and understanding of international students’ learning experiences in ESL international 
institutions.