EFL Listening, Metacognitive Awareness, and Motivation: The Magic of L1-Mediated Metacognitive Intervention.

This study strove to investigate the effect of L1-mediated metacognitive intervention (MI) on the listening comprehension performance, metacognitive awareness, and motivation of Iranian EFL learners. The participants were 330 upper-intermediate EFL learners in three groups, ranging from 17 to 25 years of age. The experimental groups (Ex1 = 110/Ex2 = 110) went through a guided lesson plan in metacognition in L2 (English) and L1 (Persian) for seventeen weeks, which focused on planning, monitoring, and evaluation. The control group (CG = 110), also instructed by the same teacher, listened to the same texts in L2 (English) without any guided attention to process. An actual IELTS TEST, the Metacognitive Awareness Listening Questionnaire (MALQ) and a motivation questionnaire (LLOS-IEA) were used before and after the intervention to track changes in the listening performance, metacognitive awareness, and motivation. The overall results showed that MI caused a considerable variance in the listening performance, metacognitive awareness, and motivation in both experimental groups. The results also illustrated that the medium for the delivery of metacognitive intervention (L1) assisted the learners in experimental group two, who went through L1-mediated metacognitive intervention, to outperform their peers in experimental group one, who were taught in L2, and the control group, who were taught conventionally.

The Comparative Effects of Teacher Versus Peer-Scaffolding on EFL Learners' Incidental Vocabulary Learning and Reading Comprehension: A Socio-Cultural Perspective.

Drawing on sociocultural theory, and multiple empirical studies conducted on the effectiveness of scaffolding on second or foreign language learning, the authors investigated the application of various forms of scaffolding (i.e., teacher versus peer-scaffolding) on EFL learners' incidental vocabulary learning and reading comprehension performance through a sociocultural perspective. To this end, 60 EFL learners out of one-hundred were selected through the administration of an Oxford Placement Test from three language institutes and divided into 3 groups (two experimental and one control group) each including 20 intermediate EFL learners. The first experimental group received teacher-scaffolding instruction, the second experimental group received peer-scaffolding instruction and the control group received traditional instruction with no scaffolding. The vocabulary and reading comprehension pre-tests were administered to the three groups. At the end of the experiment, the vocabulary and reading comprehension post-tests were administered. The descriptive statistics (mean and standard deviation) and the inferential statistics (a One-way ANOVA) were run to analyze the collected data. The results showed that both experimental groups had better performance than the control group and there was a significant difference between teacher-scaffolding and peer-scaffolding in both vocabulary knowledge and reading comprehension performance and the peer-scaffolding group had a better performance than the teacher-scaffolding group. This research provided some implications about different types of scaffolding for language teachers and syllabus designers.