While listening plays an important role in the process of foreign/second language learning, different factors can affect this process. This study was designed to assess the relationship between listening anxiety and metacognitive strategy awareness with a special interest in the role of gender and proficiency level. In order to conduct this survey, two instruments including the Metacognitive Aw...

The aim of this study was to find out whether listening to English songs can improve pre-intermediate EFL learners’ listening comprehension. To this end, a non-randomized pretest-posttest control group design as one of the quasi-experimental research designs was employed. The sample of the study consisted of 40 male and female English learners from two classes in an Institute in Marand, Iran. T...

The present study was an attempt, to empirically investigate if there was any significant difference between authentic listening materials and their simplified version in terms of the listening comprehension of Iranian EFL learners. To this end, two groups of thirty subjects were chosen. One group received authentic listening materials and the other group received the same topic in simplified v...

The purpose of this study was to explore the effect of applying task-based activities on students’ listening comprehension improvement. It also aimed at providing evidence to show how shifting from a traditional language teaching approach into the TBLT approach can positively affect the process of learning listening skill. To do this, 80 participants were selected from three English language in...

The present study chiefly aimed to compare two forms of dynamic assessment and standard assessment of EFL learners’ listening comprehension. 59 Iranian EFL learners were randomly assigned to three test administration groups and assessed on listening for main and supporting information in listening tasks. The first model of dynamic assessment was a form of scaffolding in which for any incorrect ...

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...

The present study examined the effect of multimedia glosses on foreign language listening comprehension. To this end, 94 male students studying at Rasa English Institute in Tehran were selected for the treatment. The participants consisted of three groups, and each group was randomly assigned to one of the following treatment conditions: textual, pictorial, and textual-pictorial glossing....

This study aimed to compare the effect of teaching metacognitive listening strategies through shadowing activity on the listening comprehension of field-dependent (FD) and field-independent (FI) EFL learners. Since the researcher had access only to female participants,85 female EFL learners from a language institute in Tehran, at the pre-intermediate level of proficiency with the age range of 1...

Drawing on the insight from metacognition theory, second language researchers conceptualize strategic knowledge and strategic regulation as the two dimensions of strategic competence in language performance. In this regard, the present study aimed at determining whether strategic knowledge and strategic regulation are related to listening performance. The study also attempted to specify how str...

Listening, the very basic language skill is consistently interrelated and intervened with the other language skills speaking, reading and writing. Until the late nineteenth century written mode is predominant in language learning and then onwards listening began to gain its significance in language teaching. The challenges towards teaching listening are now better understood because of the new ...