Saeed Taki, Zeynab Esmaeili

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This study aimed at investigating the effect of shadowing on listening comprehension of Iranian EFL learners and also how it could influence their listening self-efficacy as well as its relationship with their metacognitive awareness of listening strategies.  To this end, 38 EFL learners (20 females and 18 males) in a language institute in Esfahan, Iran, with an average age of 16 years old, at the intermediate level of language proficiency were selected through the convenience sampling method. They were randomly divided into two groups of experimental (n = 19) and control (n = 19). The experimental group was exposed to shadowing in the listening portion of their English classes. Data were obtained via a listening comprehension test and two related questionnaires. Results revealed that shadowing had a significant positive impact on the learners’ listening performance. Further, the correlation between shadowing and self-efficacy was found to be moderately positive though statistically non-significant. Finally, shadowing was found to significantly and positively affect the frequency of using metacognitive listening strategies. Findings have implications for language learners and teachers.

Key words: listening self-efficacy, metacognitive strategies, shadow listening, EFL learners


listening self-efficacy, metacognitive strategies, shadow listening, EFL learners

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