ABSTRACT Research indicates that many English as a Foreign Language (EFL) learners experience difficulties in listening in the classroom and developing their L2 listening comprehension. In this regard, the present study investigates the challenges EFL learners encountered during a metacognitive intervention (MI), which incorporates a pedagogical sequence designed to help learners plan, monitor, and evaluate their listening comprehension. In the study, 30 Iranian upper‐intermediate undergraduate students, aged 20 to 21, participated in an 8‐week intervention based on the metacognitive pedagogical sequence (MPS) within a 10‐session program. This study utilized semi‐structured interviews and listener self‐reports as data collection methods, and the data were analyzed using a thematic analysis. The findings suggested that challenges were mainly related to the learners’ participation in peer and group discussions, their unfamiliarity with metacognitive strategies, their inability to apply them, and their low learning investment. The results highlight the importance of addressing learners’ challenges through metacognitive listening intervention. Practical implications for teacher training, especially the need to equip educators with effective strategies to support learners in overcoming these challenges, were suggested. In addition, the findings provide a foundation for future research and teaching practices, focusing on adapting the MI to address learners’ challenges and improve listening instruction.
Ghanipour et al. (Fri,) studied this question.
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