Voices of Vulnerability: Exploring Self-Presentation in Foreign Language Listening Anxiety

Abstract

This study applies a self-presentational framework to explore foreign language listening anxiety among 100 cadets at Politeknik Penerbangan Surabaya learning Aviation English, addressing how comprehension uncertainty fosters vulnerability in high-stakes aural interactions. The explanatory sequential mixed-methods design combined the Shortened Scale of Foreign Language Listening Anxiety (SSFLLA), Revised Interaction Anxiousness Scale (RIAS), Revised Penn State Worry Questionnaire (RPSWQ), and an aviation-themed dictation test with verbal reports from 17 cadets. Quantitative results showed moderate listening anxiety (SSFLLA M = 3.503, SD = 0.804). Overall listening anxiety was inversely associated with dictation proficiency (r = -.451, p < .001). Self-focused apprehension (M = 3.704, SD = 0.897) was positively associated with social anxiousness (r = .253, p = .011), whereas task-focused apprehension (M = 3.302, SD = 0.703) was inversely associated with dictation proficiency (r = -.402, p < .001). Program differences were observed for self-focused anxiety, F(2, 97) = 4.56, p = .013, ηp² = .09. In the adjusted self-focused model, general worry showed the largest partial effect, F(1, 93) = 58.54, p < .001, ηp² = .39. Qualitative findings highlighted social-evaluative exposure, cognitive overwhelm, and pathways to resilience. The findings support targeted proficiency-building, clarification practice, and psychologically supportive scenario-based training in Aviation English.