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This study aims to investigate EFL learners’ levels of language anxiety and examine the relationships between the levels of anxiety and foreign language learners’ listening proficiency. It also intends to explore the effects of an anxiety-triggering task on students in an English class. A total of 235 EFL university students participated in different aspects of this study. For the descriptive and correlational approach to the study, students indicated their levels of English anxiety by completing a self-report questionnaire, while a TOEIC listening test was used to measure their English proficiency. These data were analyzed with multiple Pearson product-moment correlations. For the experimental approach to the study, an experimental group took a dictated listening test as a posttest under an anxiety-triggering situation whereas a control group took the same test under normal conditions. According to the results of the study, there were significant negative relationships between the levels of anxiety and the listening test scores. This study also found a significant negative effect caused by anxiety on the students’ listening proficiency.

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