CALL Anxiety and Listening Skills: A Case Study from Lahore

Abstract

This study comprehensively analyses Computer-Assisted Language Learning (CALL) listening anxiety among second-language learners. Many educational institutions in Pakistan lack access to CALL facilities, which may contribute to students' struggles in acquiring English as a foreign language. The research aims to identify the factors influencing listening anxiety among BS-level students using CALL software in the classroom and to assess the impact of CALL through both qualitative and quantitative approaches. A total of 143 English-major students from Lahore participated in the study, where a modified questionnaire was administered to measure listening anxiety levels, and in-depth interviews were conducted to explore its sources. Findings indicate that while learners are eager to engage with CALL, they face several obstacles and challenges in language acquisition through technology. After evaluating these challenges, this study proposes strategies for effectively integrating CALL into classrooms. Data analysis was conducted through descriptive statistics and cumulative graphical modelling. Additionally, the study incorporates TRA and TAM-TAM2 models to emphasize the role of CALL in language learning, assess its impact on anxiety levels, and explore its potential for future adoption in educational settings.