EFL Learners’ Perspective on Listening Comprehension Development: Cognitive or Metacognitive Scaffolding Strategies

Articles in Press

Document Type : Research Paper

Authors

Bu-Ali Sina University

10.22034/elt.2025.68080.2803

Abstract

This study investigated the relative efficacy of “formal practice” as a cognitive scaffolding strategy, “reflection and monitoring” as metacognitive scaffolding strategies, and “note-taking” as a cognitive non-scaffolding strategy for the EFL learners’ listening comprehension development. A total of 90 EFL students from two different language institutes in Dorood were chosen using convenience sampling procedure. The sample was conveniently assigned into three groups of 30 EFL learners and the relevant treatments were given to the groups for 15 sessions. The statistical analyses indicated that reflection and monitoring metacognitive scaffolding strategies significantly enhanced the listening comprehension development of EFL learners. As for the qualitative phase, the most frequent types of cognitive and metacognitive scaffolding strategies applied by the peers and teachers were explored through a semi-structured interview. The content analysis of the interview data indicated that the learners and teachers found reflection and monitoring scaffolding strategies as the most frequently used and effective procedures. An implication of the findings might be that in comparison to cognitive scaffolding and non-scaffolding strategies, metacognitive scaffolding strategies are empirically verified and attitudinally confirmed to be quite efficacious for the development of listening comprehension.

Keywords

Main Subjects

Journal of English Language Teaching and Learning

Articles in Press, Accepted Manuscript
Available Online from 21 September 2025

Files

Share

How to cite

Statistics