Acceso usuarios
Hossein Bozorgian
, Meysam Muhammadpour, Ali Babajanzade Alehchali
This quasi-experimental study investigated the comparative effects of metacognitive intervention (MI) and metacognitive intervention through dialogic interaction (MIDI) on L2 learners’ listening comprehension and cognitive load. Quantitative approaches were applied to evaluate the data from 59 advanced-level Iranian EFL learners. The MI (n = 19) and MIDI (n = 20) groups received weekly instructions (i.e. metacognitive intervention and metacognitive intervention through dialogic interaction, respectively) for eight consecutive weeks. The control group (n = 20) followed a conventional listening instruction (i.e. pre-, while, and post-listening) with the same listening samples and without receiving the MI in each session. The study used four different instruments, namely Oxford placement tests; IELTS listening tests; backward visual digit span tests; and an adapted cognitive load questionnaire to investigate the EFL learners’ level of cognitive load throughout the process. Results of ANOVA run on the experimental group learners’ listening performance revealed a statistically significant difference in terms of listening comprehension and cognitive load, compared with their control group counterparts. Interestingly, no significant differences in terms of the cognitive load were found between the experimental groups. Implications and directions for future research are also provided for the reader.
