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

Articles in Press

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, University of Shiraz, Shiraz, Iran

10.22067/lts.2025.90766.1313

Abstract

The present mixed methods study investigated the effect of a hybrid cognitive-metacognitive intervention on the EFL listening comprehension of Iranian intermediate EFL learners. To this end, 122 Iranian EFL learners from four intact classes received the Nelson tests, according to which 83 Iranian intermediate EFL learners were distributed across three experimental groups and a control group. The experimental groups underwent listening strategy instruction through WM only, MI only, and both WM and MI, while the control group received the conventional listening instruction. Results revealed that the hybrid intervention significantly boosted the EFL listening comprehension of Iranian intermediate EFL learners. In addition, results of the semi-structured interview suggested that the MI only intervention was particularly effective with respect to reinforcing the EFL listening comprehension while the WM only training was particularly effective in terms of easing down the foreign language listening anxiety. Implications and directions for future research are also provided.

Highlights

 

Keywords

• Cognitive-Metacognitive Intervention
• EFL Listening comprehension
• Hybrid Intervention
• Metacognitive intervention
• Working memory training embedded in metacognitive intervention

Main Subjects

• English Language and Literature

Full Text

 

 

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