Working Memory and Listening Comprehension across Gender among Iraqi EFL Students: Metacognitive Intervention
Hayder Jabbar Kadhim and Hossien Bozorgian
University of Mazandaran, Iran
Email: [email protected]
Published: February 22, 2023
Abstract
Listening comprehension is an important skill in first language acquisition and more important in learning a second or foreign language. In this regard, the metacognitive intervention has been proved to enhance learners’ ability to comprehend spoken language. The current study investigates the differences in listening comprehension between females and males preparatory school students in Iraq. Using 150 participants, 75 males and 75 females between the ages of 16 and 18, the current study sought to further distinguish the differences between males and females. In terms of working memory when they received metacognitive intervention. The Oxford Placement Test was administered to standardize their proficiency level in a quai-experemental sample. at the education department of the governorate of Addiwaniya in Diwaniyah, Iraq. The participants were assigned to experimental (N = 150) and control (N = 150) groups. The experimental group received 11 sessions of metacognitive intervention, while the control group followed the traditional approach without receiving the pedagogical cycle. Before and after the intervention, all participants were required to complete the Digit Span Test (DST) and International English Language Testing System (IELTS) listening tests. The results of gender different paths of cognitive development in students can have a =fundamental effect on the listening skills of “developing children, young and adults.
Keywords: listening comprehension, metacognition, working memory, gender differences.
DOI: 10.23918/vesal2023v21