過去研究結果指出外語聽力焦慮與聽力理解有負面的相關性，但是過去結果得出的關聯性大小不一。此外，過去的後設分析研究顯少著重在外語聽力能力。一份最近的研究雖然試圖分析外語聽力焦慮與聽力理解的關聯性，不過當中的資料歸類方式不盡完善(Li, 2022)。
本研究旨在透過分析更多資料、遵循更精確的分類方式來檢測外語聽力焦慮與聽力理解之間的關聯性。本研究分析了四十五個相關係數，並且在進行完後設分析後進行調節分析，進一步釐清外語聽力焦慮與聽力理解之間的有效調節變項（教育程度、語言相似度、測驗類型、聽力焦慮問卷的總題數、聽力焦慮問卷的克隆巴赫係數）包含哪些。
整體來說，這次的研究結果顯示外語聽力焦慮與聽力理解的關聯性成顯著負相關，且大小為中等(r=-0.490, 95% CI [-0.547, -0.429], p=0.000)。當中，聽力焦慮問卷的總題數和聽力焦慮問卷的克隆巴赫係數為顯著的調節變項。
本研究藉由釐清關外語聽力焦慮與聽力理解的整體關聯性，以及分析出兩者之間有效調的節變項，期待能夠促進教學和理論方面對外語聽力焦慮和聽力的理解。

Previous research has found that foreign language listening anxiety adversely correlates with listening comprehension. (Annisa et al., 2020; Nasir & Pafritri, 2023; Xu & Huang, 2018). However, the reported sizes of the correlation coefficients were inconsistent, ranging from small to large. In addition, previous meta-analyses focused primarily on general foreign language anxiety, and had limited studies to draw from when it came to listening anxiety, which is skill-specific (Karalik & Merc, 2019; Teimouri et al, 2019; Zhang, 2019). Furthermore, a recent meta-analysis that sought to investigate the association between listening anxiety and listening comprehension used a questionable coding scheme (Li, 2022). This study is an attempt to determine the overall relationship between foreign language listening anxiety and listening comprehension by analyzing a surpassing number of effect sizes while following a clear coding scheme. Subsequently, which moderators (educational level, language distance, number of items on listening anxiety questionnaire, test type, Cronbach's alpha of listening anxiety questionnaire) hold significant influence over the relationship will also be investigated.
A sum of 45 effect sizes from 38 empirical studies were eligible for meta-analysis after the screening process. Afterwards, a coding scheme containing bibliographic information, participant background, research results, and instrument design was constructed. Finally, the aggregated data underwent a meta-analysis and moderator analysis.
On the whole, the relationship between foreign language listening anxiety and listening comprehension was shown to be negative and moderate (r=-0.490, 95% CI [-0.547, -0.429], p=0.000). As for the moderators, the number of items in a listening anxiety questionnaire and Cronbach's alpha of a listening anxiety questionnaire turned out to be significant moderators the relationship. On the other hand, educational level, language distance, and test type yielded homogenous results. Given that students with greater levels of listening anxiety tend to do worse on listening comprehension tests, educators should design techniques to reduce stress and tension.
Overall, the present study provides an updated and comprehensive insight into the interrelation between foreign language listening anxiety and listening comprehension, as well as significant moderators. Potential pedagogical and theoretical implications will be discussed accordingly.

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