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Although decisions or inferences we make based on test scores depend both on characteristics of test-takers and of testing situations, there is just little research which has been undertaken on the effects of these characteristics on test performance (e.g., In'nami, Y., 2006). The effect of listening strategies on listening performance is also undeniable (Vandergrift, 1997). Thus, considering these two issues is the intention of the present book. This book not only investigates the effect of one of the personal characteristics of test-takers, namely test anxiety, on listening test performance but also find the relationship between instruction of listening strategies and test performance. At last, it focuses on metacognitive listening strategies (Vandergrift, 1997) instruction and its impact on test-anxiety.
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