This study aimed to investigate the efficacy of metacognitive strategy instruction intervention on reducing language listening anxiety of Iranian EFL learners in the light of 2 listening metacognitive strategy instruction models of Integrated Experiential Learning Task (IELT) (Goh, 2010) and Metacognitive pedagogical Sequence (MPS) (Vandergrift, 2004). Participants were 63 B1 level learners who...

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...

Listening is important in communication since it takes up 40-50 percent of overall time, while speaking 25-30 percent, reading 11-16 and writing around 9 (Mendelsohn, 1994). This study focuses on Pre, While, Post Activities which assist EFL students developing their listening abilities at the graduate level. The current was conducted using a pre-test post-test equivalent group method. enlisted ...

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...

This study focused on the effect of two factors of complexity and salience and the mixture of both on listening comprehension. Advanced learners were divided into four separate groups (complex-salience-mixture-control) and each group was tested by different listening tests. Each group received a pre-test, 10 sessions of during-test instructions and a final post-test. The results showed that the...

In this study, eCAT-Listening, a new computerized adaptive test for the evaluation of English Listening, is described. Item bank development, anchor design for data collection, and the study of the psychometric properties of the item bank and the adaptive test are described. The calibration sample comprised 1.576 participants. Good psychometric guarantees: the bank is unidimensional, the items ...

the present study aimed to investigate the general pattern of brain dominance of undergraduate shiraz university students and its effect on the use of listening comprehension strategies. data was collected from 142 undergraduate shiraz university students. the hemispheric dominance test (hdt) was given to the participants to categorize them as right-, left- and whole-brain dominant, and the str...

This paper presents an attempt to design listening tests for the Czech synthesis speech evaluation. The design is based on standardized and widely used listening tests for English; therefore, we can benefit from the advantages provided by standards. Bearing the Czech language phenomena in mind, we filled the standard frameworks of several listening tests, especially the MRT (Modified Rhyme Test...

Task-based language Teaching (TBLT) has occupied the pertinent literature for some long years. However, the role of specific task type in developing specific skill type seems to be amongst the intact issues in the literature. To shed more light on this issue, the present study was conducted to compare the effect of jigsaw and decision-making tasks on improving listening and speaking abilities o...