Journal of new advances in English Language Teaching and Applied Linguistics

Journal of new advances in English Language Teaching and Applied Linguistics

Teaching Listening Comprehension to Intermediate Iranian EFL Learners: A Focus on Note-taking and Metacognitive Strategies

Document Type : Original Article

Author
Department of English, ToH. C., Islamic Azad University, Torbat Heydarieh, Iran
10.22034/Jeltal.2025.7.1.3
Abstract
This study investigates the impact of note-taking and metacognitive listening strategies on the
listening comprehension of intermediate Iranian EFL learners. Listening comprehension is
crucial for language acquisition; however, many learners face significant challenges due to
ineffective instructional methods. This research addresses the gap in literature regarding the
specific effects of these strategies on listening comprehension among Iranian EFL learners.
The study is guided by three primary research questions that explore the influence of teaching
note-taking and metacognitive strategies on learners' listening skills, the extent of their
effectiveness, and the identification of the most beneficial strategies. A mixed-methods
approach was employed, involving 40 intermediates Iranian EFL learners from a private
language institute in Quchan. Data were collected through quantitative assessments, including
the Preliminary English Test (PET) and the Cognitive and Metacognitive Listening Strategies
Questionnaire (CMLSQ), as well as qualitative insights from semi-structured interviews.
Quantitative data were analyzed using the Pearson correlation coefficient to examine
relationships between strategies and comprehension, while qualitative data were analyzed
through thematic coding to identify common themes in learners' experiences. The findings
reveal that implementing these strategies improves listening comprehension, with a
statistically significant increase in test scores, contributing to effective pedagogical practices
and promoting learner autonomy.
Keywords

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Volume 7, Issue 1
March 2025
Pages 56-85

  • Receive Date 17 January 2025
  • Revise Date 22 March 2025
  • Accept Date 25 March 2025