The present study was conducted to investigate the effects of implementing three forms of assessment namely, summative, formative and dynamic assessment on Iranian freshmen's listening ability and listening strategy use to fulfill the purposes of the study, 140 freshmen from Garmsar university and jame-elmi karbordi university who were majoring in English translation were selected. They formed randomly three experimental groups. Each group experienced a certain type of assessment. To study the effects of the assessment types, the learners took five teacher-made listening tests. Moreover, to observe any development in the learners' level of listening strategy use a questionnaire based on O' Malley Chamot and Kupper (1989), Young (1997) and Goh (2000, 2002) was used. The results indicated that the learners in dynamic group not only could outperform the other groups in terms of listening ability, but they also used more listening strategies.

In response to the call for the replication of the researches carried out in the domain of strategy use and also in order to perform investigations within different cultural contexts, this study was conducted in Bandar Abbas, Iran, investigating the relationship between language proficiency of Iranian EFL learners and their strategy use in listening comprehension. In so doing, a general proficiency test, a listening comprehension test, and a listening strategy use questionnaire were used for data collection. The results indicated that there was a significant positive correlation between proficiency level and listening comprehension strategy use of the participants. Moreover, it was revealed that cognitive strategies were used more than any other strategy type by the participants. However, no relationship was found between gender of the participants and their listening strategy use. On the whole, it can be concluded that both teachers and learners need to be informed of the significance of these strategies in the betterment of this receptive skill.

This study aimed at exploring the relationship between field dependence/ independence and the use of listening comprehension strategies by female English majors in Shiraz. To this end, 138 students at the intermediate level, chosen out of 208, were given the strategy Inventory for listening Comprehension (Afsarnia, 1999) to determine the type of strategies they used. They were then divided into two groups of field dependent and field independent based on their performance on the Group Embedded Figures Test (GEFT), devised by Witkin et al (1971). Correlation coefficients indicated that metacognitive, memory, cognitive and social strategies were significantly related to the cognitive style, whereas affective and compensatory strategies did not show a significant correlation. Next a series of Nests was run and it was seen that FI students used metacognitive, memory, and cognitive strategies more frequently than their FD counterparts, but FD students made more use of social strategies than FI ones.

Learning a foreign language has been related with some kind of knowledge of language learning strategies on the one hand, and some level of (test-taking) apprehension or tension on the other although a small amount of anxiety is normally expected as a natural warning symptom. The current study aimed at investigating the relationship between listening strategy use, test anxiety, and listening test performance of Iranian intermediate and advanced EFL learners. To this end, eighty (40 intermediate and 40 advanced) Iranian EFL learners took part in the study by completing Lee’s (1997) listening Comprehension strategy Questionnaire, Sarason’s (1975) Test Anxiety Scale (TAS), and two monologues of listening test performance selected from listening part of TOEFL. The results of Pearson product moment correlation analyses revealed a significant negative correlation between test anxiety and listening test performance, but a significant positive association between listening strategy use and listening test performance. Furthermore, the results of multiple regression analyses indicated listening strategy use was a stronger predictor of listening test performance. Additionally, the results of independent samples t-test showed a significant difference between Iranian intermediate and advanced EFL learners regarding both their listening strategy use and level of test anxiety.

This study aimed to investigate the relationship between listening assessment task types, time on task, and the use of listening strategy by Iranian EFL learners. For this purpose, a group of 44 Iranian EFL students (Males and Females, 14 to 25 years old) selected through convenience sampling from an English language institute in Sanandaj participated in this study. Then, they were randomly assigned into four experimental groups. In one group, note-taking was considered the listening assessment task, while in the second group oral reproduction was specified as the assessment task for assessing listening comprehension. After that, each group was further subdivided randomly into a shorter time-on-task group (20 minutes) and a longer time-on-task group (40 minutes). Next, all groups completed Vandergrift, Goh, Mareschal, and Tafaghodtari’s (2006) Meta-cognitive Awareness listening strategy Questionnaire. A two-way ANOVA was run to examine the effects of both listening assessment task type and time on task on listening strategy use among the four groups. The results revealed that the students in the oral reproduction task with high time on task group significantly showed higher preferences for choosing Planning-Evaluation, Mental Translation, and Problem-Solving strategies and those in the note-taking with low time on task group preferred the Directed-Attention strategy, while those in the note-taking with high time on task group preferred Person-Knowledge strategy.

Individual differences in personality traits can influence students' ability to learn a new language. Among the important personality traits, perfectionism has recently been the topic of investigation in second language acquisition research. Following this line of research, the current study aims at examining a path model linking dimensions of perfectionism to second language (L2) listening comprehension through mediating effects of subscales of self-efficacy along with the use of metacognitive listening strategy (MLS). A sample of 230 English as a foreign language (EFL) participants majoring in Translation studies and English Literature completed the perfectionism, general self-efficacy, and MLS questionnaires and took an IELTS listening comprehension test. The sample included 112 juniors (48. 7 %), and 118 seniors (51. 3 %) selected through convenience nonrandom sampling. Cluster analysis was used to identify three perfectionistic clusters: adaptive, maladaptive, and nonperfectionists. The results of a path analysis revealed that perfectionism and MLS use were the most significant variables in the proposed conceptual model. While correlational analyses in this study revealed significant relationships among self-efficacy components and listening comprehension, the overall total effects were not significant. Adaptive perfectionism significantly contributed to the MLS use and listening ability (LA). Perfectionism also contributed significantly to the effort and persistence self-efficacy components. In contrast, perfectionism did not significantly influence the initiative self-efficacy subscale. Implications of this study are discussed.

Appropriate listening strategies can develop English language learners’ listening comprehension and self-efficacy and decrease listening anxiety in EFL contexts. This study aims to apply the Yeldham and Grubas’(2014) framework to promote listening skills among 120 students from the Islamic Azad University of Ahvaz, Iran. The participants were randomly divided into an experimental group and a control group, each comprising 60 students. The experimental group received training on listening strategies based on the Yeldham and Grubas’ (2014) framework, while the control group was taught listening strategy training based on the PPP (presentation, practice, and production) approach. Pretests and posttests of listening skills were used to assess the effect of the intervention of listening strategies. Data analysis showed that instructing students in listening strategies resulted in a notable enhancement in their listening comprehension, as well as a reduction in anxiety levels related to language learning. Nevertheless, the study found that while students' listening skills improved within the experimental group, their self-efficacy did not. Implications of the study suggest listening strategies to boost learners’ self-efficacy in learning listening skills.

This study aimed to compare the effect of teaching metacognitive listening strategies through shadowing activity on the listening comprehension of fielddependent (FD) and field-independent (FI) EFL learners. Since the researcher had access only to female participants, 85 female EFL learners from a language institute in Tehran, at the pre-intermediate level of proficiency with the age range of 18-35 were selected out of the initial 120 participants based on their performance on a piloted PET. The Group Embedded Figures Test (GEFT) was administered to the selected participants in order to categorize them into the two experimental groups (49 FD and 36 FI). The participants including both FD and FI sat in several classes. During a five-week instruction period (twice a week), both groups practiced listening comprehension for 45 minutes through a combination of shadowing activity, and metacognitive strategy instruction with no difference in treatment. The results of the independent samples t-test demonstrated that there was no significant difference between listening posttest scores of FI and FD groups. Therefore, it was concluded that metacognitive strategy training coupled with shadowing activity could be equally beneficial in terms of listening proficiency for all students regardless of their perceptual tendency (FD/FI). The findings of the present study have implications for language teachers regarding metacognitive strategy training and listening comprehension enhancement.

The aim of the present study is to investigate the effect of students' learning styles on their performance in various question types of the listening section of IELTS examination as well as their strategy selection. To this aim, 90 Iranian IELTS candidates from IELTS courses of an English language institute in Tehran, took part in the study as the sampling method was based on availability. The participants of the study comprised of 35 males and 55 females, and they mostly aged between 20 to 27 years old. The researcher first used Kolb's questionnaire to recognize the individual learning styles of candidates, which were accordingly categorized into four classes as activists, theorists, pragmatists, and reflectors. The results obtained from the one-way ANOVA showed that the dissimilarity of the style groups causes different performance in some question types of the listening test. In the note completion, multiple choice, and matching question types, the findings indicated a statistically significant difference. Therefore, it could generally be argued that in these three types of questions in the listening comprehension module of the IELTS examination, variation in different learning styles groups causes variation of performance in different question types. The results of the present study also reveal that the style preferences affect the individual differences in selecting the learning strategies.

listening comprehension means the process of understanding speech in a second or foreign language. It is the perception of information and stimuli received through the ears. Iranian EFL learners have serious difficulties in English listening comprehension because Iranian universities pay more attention to grammar and reading. The researcher used a set of authentic materials to improve Iranian learners’ listening comprehension. The researcher examined the effect of authentic materials on Iranian learners’ listening comprehension, their listening difficulties, and their listening strategies. The participants of this study were students majoring in English Language Translation Department at the Payame Nour University of Rudsar. Data were collected from survey. The results of this study indicated that authentic materials helped Iranian students improve their listening comprehension and listening strategies.