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This study explored the impact of pedagogical agents in computer-based listening instruction on EFL students’ listening anxiety and listening comprehension. The recent trend in the use of computer-based instruction for foreign language learning, coupled with the need for integrating social interaction into language instruction, provides a foundation for the study. Students’ learning experiences with or without a pedagogical agent were compared. Data were collected both quantitatively and qualitatively by using questionnaires and surveys. Although there were no statistical differences between the groups, findings from the survey illuminated possible explanations for the lack of statistical differences, which led to a deeper understanding of students’ learning experiences. Students who worked with pedagogical agents also showed positive reactions towards pedagogical agents that could be considered for future research. The findings from the survey also offered suggestions regarding what aspects of pedagogical agents should be kept or improved for language learning. These findings could suggest practical and theoretical implications for using pedagogical agents in foreign language education.

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