the aim of the current study was to examine the effect of metacognitive instruction on efl learners’ metacognitive awareness of listening strategies, listening comprehension, and oral language proficiency. fifty students of two upper-intermediate english courses participated in the study and were sampled as the experimental and control groups. for sixteen weeks the experimental group participat...

OBJECTIVES Although age-related declines in perceiving spoken language are well established, the primary focus of research has been on perception of phonemes, words, and sentences. In contrast, relatively few investigations have been directed at establishing the effects of age on the comprehension of extended spoken passages. Moreover, most previous work has used extreme-group designs in which ...

this article clarifies the importance of listening and speaking in language development. both represent two of the most difficult components of english language fores/ (eglish as a second language) learners to acquire listening comprehension is central to second lani,r,uge aquisition. it also appears to be crucially important for advanced level learners. the main aspect of speaking is communica...

This study investigated the comparative effects of audio-visually prompted collaborative dialogue on the listening comprehension development of symmetrical, asymmetrical, and asymmetrical teacher-fronted EFL learner groups. Besides, it explored the attitude of the participants of the groups concerning the effectiveness of collaborative dialogue for their listening comprehension improvement. The...

Dynamic Assessment is an approach to assessment within Applied Linguistics which is stemmed from Vygotsky’s Socio-Cultural Theory of mind, his concept of Zone of Proximal Development and Feuerstein's theory of Structural Cognitive Modifiability. This study is an attempt to pinpoint the sources of mental processing problems in listening comprehension and applies dynamic interventions to remove t...