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Introvert EFL Learners' Listening Comprehension and Metacognitive Awareness: A Mixed-Method Study

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Title: Introvert EFL Learners' Listening Comprehension and Metacognitive Awareness: A Mixed-Method Study
Language: English
Authors: Motahare Taghizade (ORCID 0000-0001-5625-6580), Hossein Bozorgian (ORCID 0000-0002-1837-9763), Shirin Abadikhah
Source: Language Teaching Research. 2026 30(1):151-169.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Extraversion Introversion, Listening Comprehension, Metacognition, Intervention, English (Second Language), Second Language Learning, College Students, Foreign Countries, Indo European Languages, Language Tests, Questionnaires, Personality Measures, Student Attitudes, Universities
Geographic Terms: Iran
Assessment and Survey Identifiers: International English Language Testing System, Eysenck Personality Questionnaire
DOI: 10.1177/13621688221143105
ISSN: 1362-1688
1477-0954
Abstract: Listening is regarded as an essential skill for language learning, and metacognitive intervention has been utilized widely to facilitate this skill for learners in recent years. Besides metacognitive factors, the impact of personality traits such as introversion/extroversion has been emphasized in the field of language teaching. This study investigated the effect of the metacognitive intervention on upper-intermediate introvert English as a foreign language (EFL) learners' listening comprehension and metacognitive awareness. Upper-intermediate introvert EFL learners (N = 59) were randomly assigned to an experimental (N = 29) and a control group (N = 30). The experimental group received metacognitive intervention through a pedagogical cycle for eight sessions, while the control group followed their conventional approach without a pedagogical cycle. Participants in both groups took International English Language Testing System (IELTS) listening tests and completed a Metacognitive Awareness Listening Questionnaire (MALQ) before and after the intervention. Subsequently, 20 learners from the experimental group were randomly chosen and interviewed to decode their attitudes toward the intervention. Results suggested that metacognitive intervention led to a significant improvement in introvert EFL learners' listening comprehension and metacognitive awareness. The results of the qualitative data analysis also revealed that the learners benefited from the metacognitive intervention in various areas, such as improvement in listening comprehension, becoming able to identify their strengths and weaknesses, decreasing anxiety, and increasing concentration, self-confidence, and motivation.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494049
Database: ERIC
FullText Text:
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  Data: Introvert EFL Learners' Listening Comprehension and Metacognitive Awareness: A Mixed-Method Study
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  Data: <searchLink fieldCode="AR" term="%22Motahare+Taghizade%22">Motahare Taghizade</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5625-6580">0000-0001-5625-6580</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hossein+Bozorgian%22">Hossein Bozorgian</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1837-9763">0000-0002-1837-9763</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shirin+Abadikhah%22">Shirin Abadikhah</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2026 30(1):151-169.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 19
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  Data: 2026
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  Data: <searchLink fieldCode="DE" term="%22Extraversion+Introversion%22">Extraversion Introversion</searchLink><br /><searchLink fieldCode="DE" term="%22Listening+Comprehension%22">Listening Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Indo+European+Languages%22">Indo European Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Personality+Measures%22">Personality Measures</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink>
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  Data: <searchLink fieldCode="SU" term="%22International+English+Language+Testing+System%22">International English Language Testing System</searchLink><br /><searchLink fieldCode="SU" term="%22Eysenck+Personality+Questionnaire%22">Eysenck Personality Questionnaire</searchLink>
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  Data: 10.1177/13621688221143105
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  Data: 1362-1688<br />1477-0954
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  Data: Listening is regarded as an essential skill for language learning, and metacognitive intervention has been utilized widely to facilitate this skill for learners in recent years. Besides metacognitive factors, the impact of personality traits such as introversion/extroversion has been emphasized in the field of language teaching. This study investigated the effect of the metacognitive intervention on upper-intermediate introvert English as a foreign language (EFL) learners' listening comprehension and metacognitive awareness. Upper-intermediate introvert EFL learners (N = 59) were randomly assigned to an experimental (N = 29) and a control group (N = 30). The experimental group received metacognitive intervention through a pedagogical cycle for eight sessions, while the control group followed their conventional approach without a pedagogical cycle. Participants in both groups took International English Language Testing System (IELTS) listening tests and completed a Metacognitive Awareness Listening Questionnaire (MALQ) before and after the intervention. Subsequently, 20 learners from the experimental group were randomly chosen and interviewed to decode their attitudes toward the intervention. Results suggested that metacognitive intervention led to a significant improvement in introvert EFL learners' listening comprehension and metacognitive awareness. The results of the qualitative data analysis also revealed that the learners benefited from the metacognitive intervention in various areas, such as improvement in listening comprehension, becoming able to identify their strengths and weaknesses, decreasing anxiety, and increasing concentration, self-confidence, and motivation.
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  Data: 2026
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        Value: 10.1177/13621688221143105
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    Subjects:
      – SubjectFull: Extraversion Introversion
        Type: general
      – SubjectFull: Listening Comprehension
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      – SubjectFull: Metacognition
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      – TitleFull: Introvert EFL Learners' Listening Comprehension and Metacognitive Awareness: A Mixed-Method Study
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