Informed by the expectancy-value and social cognitive theories of learning, the present study proposed a path model to investigate the impact of motivational beliefs as defined by listening self-efficacy, three types of goal orientations, and task value on self-regulation of Iranian EFL learners, in addition to the unique contribution of each to the variability in the listening comprehension sc...

abstractdeveloping self-regulated learners has been the life-long ambition of different stakeholders in education. this study was set out to find the relationships between self-regulated strategies as defined by time and resource management, cognitive and metacognitive strategies, achievement goals classified as mastery, performance-approach and performance-avoidance, and the listening achievem...

willingness to communicate and motivation can be two important affective variables to cause success in language achievement. the current study aimed to investigate the role of willingness to communicate (wtc) and second language motivational self-system (l2mss) in relation to learners’ language achieve- ment. to this end, 100 homogeneous learners both male and female aged from 16 to 20 were cho...

The present study examined the impact of visualization and graphic organizers as pre-listening strategies on English as a foreign language (EFL) learners’ cognitive, behavioral, and emotional engagement and their listening comprehension. To do so, this study was carried out in three listening classes at Islamic Azad University of Mashhad. The participants included 80 junior EFL university stude...

Foreign language learners typically experience considerable anxiety about taking listening tests. This study investigated how four forms of listening support (pre-teaching of content and vocabulary, question preview, and repeated input) affect the anxiety levels of college students in Taiwan taking a multiple-choice achievement test, which counts for their final grade in a required listening co...

Following this curriculum, students will learn content-related information while acquiring English language skills in listening, speaking, reading, and writing. The emphasis on teaching English for academic purposes entails the development of thinking skills. LANGUAGE SKILLS ARE INTERDEPENDENT. Listening, speaking, reading, and writing skills are not thought of by language users as independent ...

This study was an attempt to investigate the comparative impact of Student Teams Achievement Divisions (STAD) and Think-Pair-Share (TPS) on EFL learners’ listening. Accordingly, 60 female EFL learners selected from a larger group of 90 learners based on their performance on a sample piloted Preliminary English Test (PET) who studied at a language school in Tehran were randomly divided into two ...

This study was an attempt to investigate the comparative impact of Student Teams Achievement Divisions (STAD) and Think-Pair-Share (TPS) on EFL learners’ listening. Accordingly, 60 female EFL learners selected from a larger group of 90 learners based on their performance on a sample piloted Preliminary English Test (PET) who studied at a language school in Tehran were randomly divided into two ...

     The objective of the present study was to identify and examine the influence of instructional tools, namely, games, songs and stories on young Iranian EFL learners’ achievement utilizing a quantitative design. To conduct the study 65 Iranian EFL learners, divided into an experimental group and a control group, learning English at Navid English Institute, Shiraz, Iran, participated in the s...