Taking the Edge Off Foreign Language Listening Anxiety: Online Game-Based Working Memory Training Embedded in Metacognitive Intervention

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-06-09 DOI:10.1111/jcal.70057

Meysam Muhammadpour, Abdorreza Tahriri, Seyyed Ayatollah Razmjoo, Jaleh Hassaskhah

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引用次数: 0

Abstract

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.

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消除外语听力焦虑：基于网络游戏的工作记忆训练嵌入元认知干预

近年来，特别是在后covid时代，技术使用和在线学习环境激增。技术的广泛使用引发了从传统的面对面学习到在线数字学习平台（如Adobe Connect）的突然转变。虽然英语教师已经实施了在线元认知干预等听力策略教学来提高英语学习者的听力理解能力，但在某些英语语境中效果不佳。因此，本准实验研究探讨了使用Adobe Connect平台结合基于游戏的学习环境的在线混合干预对一组伊朗中级英语学习者听力理解和外语听力焦虑的有效性。为此，我们对来自四个完整在线英语课堂的122名自愿的伊朗全男性英语学习者进行了Nelson测试，并将83名伊朗英语学习者分为四组：EG1组（n = 19）；EG2 (n = 21)；EG3 (n = 20)；和CG （n = 23）。实验组接受单纯WM、单纯MI、WM + MI三种形式的听力策略指导，对照组接受常规听力指导。结果混合干预能显著提高被试的听力理解能力，减轻被试的外语听力焦虑。综上所述，尽管基于网络游戏的混合干预在两种情况下都取得了成功，但MI干预在提高听力理解方面尤为有效，而WM训练在缓解外语听力焦虑方面尤为有效。最后提出了未来研究的启示和方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope