Department of English, Islamic Azad University, Qaemshahr Branch, Qaemshahr, Iran.
J Psycholinguist Res. 2023 Apr;52(2):477-495. doi: 10.1007/s10936-022-09895-3. Epub 2022 Jun 22.
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.
本研究旨在探讨母语中介的元认知干预（MI）对伊朗 EFL 学习者听力理解表现、元认知意识和动机的影响。参与者为三组共 330 名中级以上的 EFL 学习者，年龄在 17 至 25 岁之间。实验组（Ex1=110/Ex2=110）接受了十七周的 L2（英语）和 L1（波斯语）元认知引导课程计划，重点是计划、监控和评估。对照组（CG=110）也由同一位教师授课，在没有任何引导关注过程的情况下听相同的 L2（英语）文本。在干预前后使用实际的雅思考试、元认知听力问卷（MALQ）和动机问卷（LLOS-IEA）来跟踪听力表现、元认知意识和动机的变化。总体结果表明，MI 导致两个实验组的听力表现、元认知意识和动机都有相当大的差异。结果还表明，元认知干预的媒介（母语）帮助了在 L1 中介的元认知干预中学习的实验组二的学习者，他们的表现优于实验组一（用 L2 授课）和对照组（传统授课）的学习者。
