Keywords
Mixed-method
Junior middle school
Submitted : 2025-02-11
Accepted : 2025-02-26
Published : 2025-03-13
Abstract
The present mixed-method study aims to explore the factors affecting FLLA among Chinese junior middle school students. The analysis revealed that unfamiliar topics, fast play speed, low scores on previous English listening tests and grades are identified as factors triggering for FLLA, most of which negatively impact English listening acquisition except grade.
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