Interdisciplinary Research in English Language Communication

Interdisciplinary Research in English Language Communication

The Effect of Metacognitive Scaffolding Strategies on Listening Anxiety and Behavioral Engagement Among Iranian EFL Learners

Document Type : Research Article

Authors
1 Department of English, Islamic Azad University, Hamedan, Iran
2 Department of English., Islamic Azad University, Hamedan, Iran
Abstract
This paper examined how metacognitive scaffolding techniques influenced EFL learners' listening-related anxiety and their active participation. From the original pool of 80 students, 60 male EFL learners from the ages of 16 to 25 were selected. The EFL learners were drawn from the Kish and Pardis language institutes from Hamadan, Iran. Initially, all participants achieved homogeneity via the Oxford Placement Test. Following this, the 60 EFL students were randomly allocated to either an experimental group or a control group, with the latter receiving conventional instruction lacking specific strategic teaching. To assess the intervention's impact, both the Foreign Language Listening Anxiety Scale and the Student Engagement Questionnaire were administered as pre- and post-tests. Subsequent analysis using independent samples t-tests revealed that participants in the experimental group experienced a statistically significant reduction in listening anxiety and a notable improvement in behavioral engagement when compared to their counterparts in the control group. Incorporating metacognitive scaffolding strategies can have implications for teacher's instruction, course designers', and material developers' practices, to help address learner's affective and behavioral issue while providing evidence for the importance of listening instruction in EFL contexts.
Keywords
Subjects

Ahmadi Safa, M., & Motaghi, Z. (2021). Comparing cognitive and metacognitive scaffolding strategies in improving listening comprehension. Iranian Journal of Applied Linguistics, 24(3), 45–65. https://doi.org/10.1007/s41955-021-00130-0
Ahmadi Safa, M., & Rozati, S. M. (2017). Evaluating the impact of expert-peer and equal-peer scaffolding on Iranian EFL learners. Journal of Language and Education, 3(2), 56–72. https://doi.org/10.18251/joled.v3i2.119
Anderson, N. J. (2002). The role of metacognition in second language teaching and learning. ERIC Digest. Retrieved from https://files.eric.ed.gov/fulltext/ED474996.pdf
Aubrey, S. (2022). Engagement in language learning tasks: The role of individual and group dynamics. TESOL Quarterly, 56(1), 34–56. https://doi.org/10.1002/tesq.311
Aubrey, S., King, J., & Almukhaild, H. (2022). Language learner engagement during speaking tasks: A longitudinal study. RELC Journal, 53(3), 579–595. https://doi.org/10.1177/0033688220945418
Beheshti, Z., & Ahmadi Safa, M. (2020). Sociocultural perspectives on scaffolding listening in EFL contexts. Language Learning Research, 5(4), 12–28. https://doi.org/10.1016/j.jal.2020.09.001
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). Pearson Education.
Chen, Y., Zhang, X., & Liu, Q. (2014). The interplay of foreign language anxiety and strategy use in L2 listening. Modern Language Journal, 98(4), 741–755. https://doi.org/10.1111/j.15404781.2014.12096.x
Chero, C. A. C. (2023). The impact of metacognitive instruction on EFL low-level learners’ listening performance and metacognitive awareness. International Journal of Instruction, 16(2), 291–306. https://e-iji.net/ats/index.php/pub/article/view/143 https://doi.org/10.29333/iji.2023.16217a
Dewaele, J. M., & MacIntyre, P. D. (2014). The two faces of foreign language anxiety: Research and implications. Studies in Second Language Learning and Teaching, 4(2),237–245. https://doi.org/10.14746/ssllt.2014.4.2.3
Dong, X., Ren, W., & Zhang, L. (2018). Metacognitive awareness mediating the effects of anxiety on EFL listening performance. System, 74,142–153. https://doi.org/10.1016/j.system.2018.04.006
Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. Modern Language Journal, 89(2), 206–220. https://doi.org/10.1111/j.1540-4781.2005.00275.x
Fathi, J., Derakhshan, A., & Torabi, S. (2020). The effect of listening strategy instruction on second language listening anxiety and self-efficacy of Iranian EFL learners. Sage Open, 10(2), 2158244020933878. https://doi.org/10.1177/2158244020933878
Field, J. (2008). Listening in the language classroom. Cambridge University Press.
Fathi, J., Saeidi, M., & Arabmofrad, A. (2020). The effect of strategy instruction on listening comprehension and anxiety. Iranian Journal of Applied Linguistics, 23(3), 59–80. https://doi.org/10.18869/acadpub.ijal.23.3.59
Flowerdew, J., & Miller, L. (2010). Second language listening: Theory and practice. Cambridge University Press.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Goh, C. (2017). Research on listening and its implications for teaching. English Language Teaching Journal, 71(2), 177–186. https://doi.org/10.1093/elt/ccx014
Goh, C., & Vandergrift, L. (2021). Teaching and learning second language listening: Metacognition in action (2nd ed.). Routledge. https://doi.org/10.4324/9780429287749
Graham, S. (2017). Research into listening in L2 contexts: Progress and challenges. Language Teaching, 50(2), 227–243. https://doi.org/10.1017/S026144481600027X
Graham, S. (2006). Listening comprehension and anxiety in the second language classroom. Modern Language Journal, 90(4), 623–646. https://doi.org/10.1111/j.1540-4781.2006.00402.x
Graham, S., & Santos, D. (2015). Strategies for second language listening: Current scenarios and improved pedagogy. Palgrave Macmillan. https://doi.org/10.1057/9781137428560
Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly, 40(1), 109–131. https://doi.org/10.2307/40264513
Irgin, P. (2025). Note-taking in academic listening: A translanguaging perspective. RELC Journal. Advance online publication. https://doi.org/10.1177/00336882251322253
Khajavy, G. H. (2021). The interplay of student engagement and motivation in EFL contexts. Journal of Applied Linguistics, 18(2), 153–172. https://doi.org/10.1558/jal.20404
Liu, M. (2016). Foreign language listening anxiety: Concepts, issues, and implications. Journal of Multilingual and Multicultural Development, 37(8), 727–740. https://doi.org/10.1080/01434632.2016.1158011
MacIntyre, P. D., & Gardner, R. C. (1994). Anxiety and second-language learning. Canadian Modern Language Review, 50(4), 73–89. https://doi.org/10.3138/cmlr.50.4.73
Mercer, S. (2019). Language learner engagement: What is it, why does it matter, and what can we do? Language Teaching, 52(1), 17–30. https://doi.org/10.1017/S0261444818000369
Molenaar, I., & Roda, C. (2008). Scaffolding adaptive learning: Technologies and challenges. Computers in Human Behavior, 24(3), 450–459. https://doi.org/10.1016/j.chb.2007.02.004
Movahed, R. (2014). Metacognitive strategy instruction in EFL listening contexts. Asian EFL Journal, 16(3), 73–96.
Ngo, N. (2019). Integrating top-down and bottom-up processes in L2 listening instruction. Language Teaching Research, 23(3), 1–21. https://doi.org/10.1177/1362168818792410
Najafi Sarem, S., Amini, A. and Lotfi, A. H. (2025). The Impact of English Song Exposure on Iranian Intermediate EFL Learners' Acquisition of Phrasal Verbs. Applications of Language Studies, (In Press). https://doi.org/10.22034/jals.2025.2048238.1054
Nunan, D. (2003). Practical English language teaching. McGraw-Hill. https://doi.org/10.1017/CBO9780511667336
Osada, N. (2004). Listening comprehension research: A brief review of the past thirty years. Dialogue, 3, 53–66. https://doi.org/10.4324/9780203317730-12
Oxford, R. (1992). Language learning strategies: What every teacher should know. Heinle & Heinle.
Öztürk, E. Ö. (2021). An investigation on metacognitive listening strategy use and listening anxiety in EFL classrooms. Anadolu Journal of Educational Sciences International, 11(2), 737-751 https://doi.org/10.18039/ajesi.876609
Philp, J., & Duchesne, S. (2016). Exploring engagement in language learning tasks. Language Teaching Research, 20(2), 1–20. https://doi.org/10.1177/1362168816633085
Rahimirad, M., & Zare-ee, A. (2015). The effects of metacognitive strategy instruction on self-efficacy and listening comprehension. Educational Research Review, 10(2), 62–69.
Rajab, H. (2012). Foreign language anxiety and learner performance in EFL contexts. English Language Teaching, 5(3), 182–195.
Rost, M. (2011). Teaching and researching listening (2nd ed.). Routledge.
Saito, Y. (2023). The impact of foreign language listening anxiety on learner performance. System, 101, 102–122. https://doi.org/10.1016/j.system.2023.102122
Sang, P., & Hiver, P. (2021). Enhancing engagement in EFL classrooms. Studies in Applied Linguistics, 44(1), 59–78. https://doi.org/10.1515/sal-2021-0004
Shamsi, E., & Bozorgian, H. (2024). Collaborative listening using multimedia through metacognitive instruction: A case study with less-skilled and more-skilled EFL learners. Asian-Pacific Journal of Second and Foreign Language Education, 9(25), 2-18. https://doi.org/10.1186/s40862-023-00248-8
Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). Engagement and disaffection as central aspects of student motivation. Journal of Educational Psychology, 101(2), 495–508. https://doi.org/10.1037/a0014572
Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled L2 listener. Language Learning, 53(3), 463–496. https://doi.org/10.1111/1467-9922.00232
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191–210. https://doi.org/10.1017/S0261444807004338
Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching L2 listening strategies: Effects on comprehension and awareness. Language Learning, 60(2), 470–497. https://doi.org/10.1111/j.1467-9922.2009.00557.x
Vandergrift, L., Goh, C., Mareschal, C., & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language Learning, 56(3), 431–462. https://doi.org/10.1111/j.1467-9922.2006.00387.x
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem-solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100. https://doi.org/10.1111/j.14697610.1976.tb02176.x
Yeldham, M. (2016). Approaches to L2 listening development: Review and directions for future research. System, 57, 1–13. https://doi.org/10.1016/j.system.2015.12.001
Zareian, G., & Nimehchisalem, V. (2015). Iranian EFL Students’ Listening Comprehension Problems. Theory and Practice in Language Studies, 5(2), 263–269. https://doi.org/10.17507/tpls.0502.05
Zhang, B. (2021). Engaging in dialogue during collaborative writing: The role of affective, cognitive, and social engagement. Language Teaching Research, 25(5), 689–708. https://doi.org/10.1177/13621688211054047
Zhang, X., & Shen, L. (2023). Challenges in listening comprehension in EFL contexts. Journal of Applied Linguistics and Language Research, 10(1), 42–58.
Xu, Y., & Huang, X. (2018). Exploring the relationship between metacognitive strategy use and listening anxiety in EFL contexts. Language Teaching Research, 22(2), 204–221. https://doi.org/10.1177/1362168818786711
Golzadeh, S., & Moiinvaziri, M. (2017). The relationship between metacognitive strategy use and listening anxiety in Iranian EFL learners. Language Learning Journal, 45(4), 534–546. https://doi.org/10.1080/09571736.2017.1319792