Taking the Edge Off Foreign Language Listening Anxiety: Online Game‐Based Working Memory Training Embedded in Metacognitive Intervention.
Background: Recent years have witnessed a surge of technology use and online learning environments, especially during the post‐COVID era. The widespread use of technology has sparked a sudden transition from conventional face‐to‐face learning to online digital‐based learning platforms, such as Adobe...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 4; pp. 1 - 20 |
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| Autores principales: | , , , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=186918257&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 186918257 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2025 vid: 41 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 186918257 186918257 186918257 10.1111/jcal.70057 186918257 ppf: 1 ppct: 19 formats: tig: atl: Taking the Edge Off Foreign Language Listening Anxiety: Online Game‐Based Working Memory Training Embedded in Metacognitive Intervention. aug: au: Muhammadpour, Meysam Tahriri, Abdorreza Razmjoo, Seyyed Ayatollah Hassaskhah, Jaleh affil: Department of English Language, University of Guilan, Rasht, Iran sug: subj: Anxiety Prevention and Control Cognition Education Memory, Short Term Online Education Listening Readability Learning Environment Psychology, Educational Gamification Students Outcomes of Education Human Iran Male Adolescence Quasi-Experimental Studies Clinical Trials Education, Non-Traditional Computer-Assisted Instruction Language Comparative Studies Descriptive Statistics Learning Methods Multimethod Studies Achievement Tests Semi-Structured Interview Nonrandomized Trials Iranians English as a Second Language Scales Data Analysis Software Summated Rating Scaling Pretest-Posttest Control Group Design One-Way Analysis of Variance Analysis of Covariance Post Hoc Analysis Thematic Analysis Confidence Clinical Assessment Tools Teaching Materials Language Arts Psycholinguistics Educational Measurement Language Tests Adolescent: 13-18 years Male ab: Background: Recent years have witnessed a surge of technology use and online learning environments, especially during the post‐COVID era. The widespread use of technology has sparked a sudden transition from conventional face‐to‐face learning to online digital‐based learning platforms, such as Adobe Connect. Although EFL teachers have implemented listening strategy instruction, such as online metacognitive intervention, to improve EFL learners' listening comprehension, it proved ineffective in certain EFL contexts. Objectives: Therefore, the present quasi‐experimental study probed into the effectiveness of an online hybrid intervention using the Adobe Connect Platform combined with a game‐based learning environment on the listening comprehension and foreign language listening anxiety of a group of Iranian intermediate EFL learners. Methods: To this end, Nelson tests were distributed among 122 volunteered all‐male Iranian EFL learners from four intact online EFL classes, and 83 Iranian EFL learners were identified and distributed across four groups: EG1 (n = 19); EG2 (n = 21); EG3 (n = 20); and CG (n = 23). The experimental groups received listening strategy instruction in the form of WM only, MI only, and both WM and MI, while the control group underwent the conventional listening instruction. Results: Results revealed that the proposed hybrid intervention could significantly improve the participants' listening comprehension and reduce their foreign language listening anxiety. Conclusions: Consequently, while the proposed online game‐based hybrid intervention was successful in both cases, the MI intervention was particularly effective in terms of improving the listening comprehension, while the WM training was particularly effective in terms of alleviating the foreign language listening anxiety. Implications and directions for future research are also provided at the end. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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