Abstract

The present study aimed to investigate the relationship among socio-affective language learning strategies, EFL Intermediate learners’ language anxiety, and their listening skill. In order to do so, 138 learners took part in this study. These participants were homogenized on the basis of an Oxford Placement Test (OPT), and 103 participants whose scores were between 51 and 60 were chosen as the main intermediate participants of this study. The other instruments were Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al. (1986), Socio-Affective Strategy Inventory for Language Learners (SASILL) developed by Oxford (1990), and the listening section of the PET. Analyses of the data revealed that there was a statistically significant negative correlation between socio-affective language learning strategies and EFL learners’ anxiety (r=-0.65, p=0.00). The results indicated that there was a statistically significant positive relationship among socio-affective language learning strategies and listening skill of EFL learners (r=0.69, p-value= 0.00). The implication of this study is that teachers and learners can better understand the situation of EFL learning.