Working Memory, Gender, and EFL Listening Comprehension: Metacognitive Intervention through L1

نوع مقاله : مقاله تحقیق

نویسندگان
Hossein Bozorgian 1
Esmat Shamsi 2
Mohammad Hassan Saberan 3
1 Associate Professor, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, University of Mazandaran, Babolsar, Iran
2 MA, Department of English Language and Literature, Persian Literature and Foreign Languages, University of Mazandaran, Babolsar, Iran
3 MA, Department of English Language and Literature, Khazar Institute of Higher Education, Mahmudabad, Iran
10.48311/lrr.2025.7159
چکیده
The aim of the present study was to examine whether Metacognitive Intervention (MI) had any significant effect on English as a Foreign Language (EFL) learners’ Working Memory (WM) and if gender had any effect on it. The findings indicated that there was a significant effect on EFL learners’ working memory in listening comprehension after they received MI in L1. It was also found that gender had a significant effect on the EFL learners’ working memory and listening comprehension when they receive MI in L1. The findings might contribute to assist language instructors to adopt strategy-based approaches to teaching listening. Furthermore, curriculum designers and ELT policymakers might consider metacognitive intervention as an effective teaching approach and add it to EFL learners’ curriculum.

کلیدواژه‌ها

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