Bolstering the EFL Listening Comprehension through Working Memory Training Embedded in Metacognitive Intervention

Document Type : Research Article

Authors

Meysam Muhammadpour ¹

Abdorreza Tahriri ¹

Seyyed Ayatollah Razmjoo ²

Jaleh Hassaskhah ¹

¹ Department of English Language, University of Guilan, Rasht, Iran

² Department of English Language and Literature, Shiraz University, Shiraz, Iran

https://doi.org/10.22067/lts.2025.90766.1313

Abstract

Although EFL teachers have implemented listening strategy instruction like online metacognitive interventions, these efforts have proved ineffective in specific contexts. To address this, this mixed-methods study explored the impact of a hybrid cognitive-metacognitive intervention on Iranian intermediate EFL learners’ listening comprehension. A total of 122 learners from four intact classes participated, with 83 assigned to four groups: EG1 (WM-only), EG2 (MI-only), EG3 (both WM and MI), and a control group receiving conventional instruction. Results indicated that the hybrid intervention significantly enhanced learners’ listening comprehension abilities. Additionally, semi-structured interviews revealed that MI-only intervention notably reinforced comprehension, whereas WM-only intervention was particularly effective in reducing foreign language listening anxiety. These findings imply that combining cognitive and metacognitive strategies can effectively improve listening skills. EFL teachers are encouraged to adopt this hybrid approach with confidence. Future research should consider longer and more frequent WM training sessions to achieve even better outcomes.

Highlights

 

Keywords

Cognitive-Metacognitive Intervention

EFL Listening Comprehension

Hybrid Intervention

Metacognitive Intervention

Working Memory Training Embedded in Metacognitive Intervention

Subjects

• Language Education

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References