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This study investigated the effect of some affective variables on learning English as a foreign language. 219 students participated in this study by responding to a Likert-type scale instrument intended to measure their self-efficacy beliefs, motivation, task-value, and listening strategies. Through the application of the binary logistic regression analysis, it was revealed that listening strategies and self-efficacy beliefs were statistically significant variables that had some influence on the classification of the subjects into two groups; low-level students and high-level students. However, the other two variables, motivation and task-value in the equation, were not statistically significant. The findings of this study indicated that the teacher should help students increase their self-efficacy beliefs and listening strategies, which seem to have a direct impact on listening tasks and tests.



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self-efficacy beliefs, motivation, task-value, listening strategies