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Soltani, Ali, Hassanzadeh Taleshi, Mobin, Khazaei Feizabad, Abdurrashid. (1405). L1-Mediated Metacognitive Instruction and Listening Anxiety in Iranian EFL Learners: The Role of Gender. نشریه علمی دانشگاه سیستان و بلوچستان, (), -. doi: 10.22111/ijals.2026.55275.2599
Ali Soltani; Mobin Hassanzadeh Taleshi; Abdurrashid Khazaei Feizabad. "L1-Mediated Metacognitive Instruction and Listening Anxiety in Iranian EFL Learners: The Role of Gender". نشریه علمی دانشگاه سیستان و بلوچستان, , , 1405, -. doi: 10.22111/ijals.2026.55275.2599
Soltani, Ali, Hassanzadeh Taleshi, Mobin, Khazaei Feizabad, Abdurrashid. (1405). 'L1-Mediated Metacognitive Instruction and Listening Anxiety in Iranian EFL Learners: The Role of Gender', نشریه علمی دانشگاه سیستان و بلوچستان, (), pp. -. doi: 10.22111/ijals.2026.55275.2599
Soltani, Ali, Hassanzadeh Taleshi, Mobin, Khazaei Feizabad, Abdurrashid. L1-Mediated Metacognitive Instruction and Listening Anxiety in Iranian EFL Learners: The Role of Gender. نشریه علمی دانشگاه سیستان و بلوچستان, 1405; (): -. doi: 10.22111/ijals.2026.55275.2599

L1-Mediated Metacognitive Instruction and Listening Anxiety in Iranian EFL Learners: The Role of Gender

Iranian Journal of Applied Language Studies
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 16 مرداد 1405
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22111/ijals.2026.55275.2599
نویسندگان
Ali Soltani1؛ Mobin Hassanzadeh Taleshi2؛ Abdurrashid Khazaei Feizabad* 3
1Department of English Language, Faculty of Medicine, Zanjan University of Medical Sciences, Zanjan, Iran
2Department of English Language and Literature, University of Guilan, Rasht, Iran
3Department of English, Zahedan University of Medical Sciences, Zahedan, Iran
چکیده
Abstract

This study investigated the effects of L1 mediated metacognitive intervention on listening anxiety and listening comprehension of Iranian EFL learners. Employing a quasi-experimental design, the study involved 70 elementary-level Iranian EFL learners who were randomly assigned to either an experimental group or a control group. The experimental group received L1 mediated metacognitive instruction. Findings revealed a significant reduction in listening anxiety among learners who received L1-mediated metacognitive instruction. However, no statistically significant gender differences were observed in the effectiveness of the intervention on listening comprehension. These findings indicate that incorporating metacognitive instruction in learners’ L1 can be an effective pedagogical approach for alleviating listening anxiety in EFL contexts. The study underscores the pedagogical value of integrating L1-based metacognitive support in listening instruction and highlights the potential of such interventions to foster a more supportive learning environment. Further research is recommended to examine the long-term effects of metacognitive interventions and to explore gender-related variables in diverse instructional contexts
کلیدواژه‌ها
Metacognitive Intervention؛ EFL Learners؛ Anxiety Level؛ Gender؛ Listening Comprehension
آمار
تعداد مشاهده مقاله: 7


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