The Effects of Metacognitive Listening Strategies Instruction on Listening Comprehension Performance, Strategy Use, and Perceptions of Iranian Introvert and Extrovert EFL Learners

Document Type : Original Article

Authors

1 Department of English Language, QaS. C., Islamic Azad University, Qaemshahr, Iran

2 Department of English Language, To. C., Islamic Azad University of Tonekabon, Tonekabon, Iran

3 Department of English Language, QaS. C., Islamic Azad University of Qaemshahr, Qaemshahr, Iran

Abstract

The present mixed-methods study investigated the comparative effects of metacognitive listening strategies on the listening comprehension performance, strategy use, and perceptions of Iranian EFL learners, with a specific focus on the moderating role of personality traits, such as introversion and extroversion. For this purpose, through the EPQ-R extroversion subscale, 120 Iranian intermediate EFL male and female learners were classified into four groups: introverted EG1 (n = 30), extroverted EG2 (n = 30), introverted CG1 (n = 30), and extroverted CG2 (n = 30). The experimental groups received the metacognitive listening strategies instruction for 12 weeks, while the control groups underwent their regular conventional listening instruction. The quantitative results indicated that the introverted group members outperformed their extroverted counterparts in terms of listening comprehension performance and strategy use, specifically in terms of monitoring and evaluation. The qualitative findings also revealed the positive perceptions of both groups toward metacognitive listening strategies. However, the introverted group members made more mention of the effectiveness, ease of use, and utility of this particular instruction. The findings suggested that the effectiveness of metacognitive listening strategy instruction depends partly on learners’ personality traits, supporting the interactionist view of language learning. They challenge a one-size-fits-all approach by showing that introverted learners may have a relative advantage in the reflective domain of metacognition. Pedagogically, the study highlights the need for differentiated listening instruction, with enhanced self-regulated practice for introverted learners and greater collaborative support for extroverted learners.

Keywords

Main Subjects

Copyright © 2026 The Author(s). Published by the Faculty of Persian Literature and Foreign Languages at the University of Mazandaran. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) license.

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History

  • Receive Date: 27 March 2026
  • Revise Date: 30 May 2026
  • Accept Date: 05 June 2026
  • First Publish Date: 01 July 2026
  • Publish Date: 01 July 2026

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