Allan, D. (2004). Oxford placement tests 2: Test pack. Oxford: Oxford University Press.
Antón, M., & DiCamilla, F. J. (1999). Socio‐cognitive functions of L1 collaborative interaction in the L2 classroom. The Modern Language Journal
(2), 233–247. https://doi.org/10.1111/0026-7902.00018
Auerbach, E. (2016). Reflections on Auerbach (1993), Reexamining English only in the ESL
classroom. TESOL Quarterly
, 936–939. https://doi.org/10.1002/tesq.310
Bozorgian, H., & Fakhri Alamdari, E. (2018). Multimedia listening comprehension: Metacognitive instruction or metacognitive instruction through dialogic interaction. ReCALL
(1), 131–152. https://doi.org/10.1017/S0958344016000240
Bozorgian, H., & Muhammadpour, M. (2020). Metacognitive intervention: High WMC learners’ listening performance and metacognitive awareness. Foreign Language Research Journal, 9(4), 1055–1084. https://doi.org/10.22059/JFLR.2019.273053.592
Bozorgian, H., & Pillay, H. (2013). Enhancing foreign language learning through listening strategies delivered in L1: An experimental study. International Journal of Instruction, 6(1), 105–122.
Chen, C. C., & Huang, C. T. (2011). Raising EFL college students’ metacognitive awareness about listening. Paper presented at the NYSTESOL 41st Annual Conference, Melville, NY.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NY: Lawrence Erlbaum.
Cross, J. (2015). Metacognition in L2 listening: Clarifying instructional theory and practice. TESOL Quarterly
(4), 883–892. https://doi.org/10.1002/tesq.258
Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. London: Routledge.
Goh, C. C. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC Journal, 39
(2), 188–213. https://doi.org/10.1177/0033688208092184
Graham, S., & Santos, D. (2015). Strategies for second language listening: Current scenarios and improved pedagogy. Basingstoke: Palgrave Macmillan.
Harding, L., Alderson, J. C., & Brunfaut, T. (2015). Diagnostic assessment of reading and listening in a second or foreign language: Elaborating on diagnostic principles. Language Testing
(3), 317–336. https://doi.org/10.1177/0265532214564505
Krashen, S., & Terrell, T. (1983). The natural approach: Language acquisition in the classroom. Oxford: Pergamon Press.
Littlewood, W. & B. H. Yu (2011). First language and target language in the foreign language classroom. Language Teaching, 44, 64–77. https://doi.10.1017/S0261444809990310
Long, M. (1996). The role of the linguistic environment in second language acquisition. In
W. Ritchie, & T. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). San Diego, CA: Academic Press.
Lynch, T., & Mendelsohn, D. (2020). Listening. In N. Schmitt, & M. P. H. Rodgers (Eds.), An introduction to Applied Linguistics (pp. 223–239), New York, USA: Routledge.
Macaro, E. (2009). Teacher use of codeswitching in the second language classroom: Exploring ‘optimal’ use. In M. Turnbull and J. Dailey-O’Cain (Eds.), First language use in second and foreign language learning (pp. 35–49). Salisbury: UK.
Macaro, E., Graham, S., & Woore, R. (2016). Improving foreign language teaching: Towards a
research-based curriculum and pedagogy. Abingdon: Routledge.
Maftoon, P., & Fakhri Alamdari, E. (2020). Exploring the effect of metacognitive strategy instruction on metacognitive awareness and listening performance through a process-based approach. International Journal of Listening
(1), 1–20. https://doi.org/10.1080/10904018.2016.1250632
Mahdavi, N., & Miri, M. (2017). Co-shaping metacognitive awareness and developing listening comprehension through process-based instruction. International Journal of Listening
(1), 53–70. https://doi.org/10.1080/10904018.2016.1260454
Mendelsohn, D. (1995). Applying learning strategies in the second/foreign language listening comprehension lesson. In D. Mendelsohn, and J. Rubin (eds.), A guide for the teaching of second language listening. (pp. 132–50). San Diego: Dominie Press.
Rahimi, M., & Katal, M. (2013). The impact of metacognitive instruction on EFL learners’ listening comprehension and oral language proficiency. Journal of Teaching Language Skills, 5(2
), 69–90. https://doi.10.22099/jtls.2013.1555
Renandya, W. A., & Hu, G. (2018). L2 listening in China: An examination of current practice. In A. Burns, & J. Siegel (Eds.), International perspectives on teaching the four skills in ELT (pp. 37–50). Palgrave Macmillan, Cham.
Richards, J. C. (2009). Teaching listening and speaking. Singapore: SEAMEO
Regional Language Centre.
Santos, D. & Graham, S. (2018).What teachers say about listening and its pedagogy: A comparison between two countries. In A. Burns, & J. Siegel (Eds.), International perspectives on teaching the four skills in ELT (pp. 21–35). Palgrave Macmillan, Cham.
Stables, A., & Wikeley, F. (1999). From bad to worse? Pupils' attitudes to modern foreign languages at ages 14 and 15. The Language Learning Journal
(1), 27–31. https://doi.org/10.1080/09571739985200231
Storch, N., & Wigglesworth, G. (2003). Is there a role for the use of the L1 in an L2 setting? TESOL Quarterly
(4), 760–770. https://doi.org/10.2307/3588224
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass, & C. Madden (Eds.), Input in second language acquisition (pp. 235–253). Rowley, MA: Newbury House.
Swain, M., & Lapkin, S. (2013). A Vygotskian sociocultural perspective on immersion education: The L1/L2 debate. Journal of Immersion and Content-based Language Education
(1), 101–129. https://doi.org/10.1075/jicb.1.1.05swa
Tognini, R., & Oliver, R. (2012). L1 use in primary and secondary foreign language classrooms and its contribution to learning. In E. Alcón Soler, & M. P. Safont Jordá (Eds.), Discourse and learning across L2 instructional contexts (pp. 53–78). Amsterdam: Rodopi.
UCLES, C. U. P. A. (2019). Cambridge IELTS 14 academic student’s book with answers: Authentic examination papers. Cambridge University Press.
Vandergrift, L., & Goh, C. C. (2012). Teaching and learning second language listening: Metacognition in action. New York: Rutledge.
Vandergrift, L., Goh, C. C. M., Mareschal, C. J. & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language Learning. 56
(3), 431–462. https://doi.org/10.1111/j.1467-9922.2006.00373.x
Wach, A., & Monroy, F. (2020). Beliefs about L1 use in teaching English: A comparative study of Polish and Spanish teacher-trainees. Language Teaching Research
(6), 855–873. https://doi.org/10.1177/1362168819830422
Wallace, M. P. (2020). Individual differences in second language listening: Examining the role of knowledge, metacognitive awareness, memory, and attention. Language Learning