A systems model of L2 listening comprehension: Investigating the role of cognitive, metacognitive, and affective factors

This study investigates the interplay of cognitive (vocabulary and syntactic knowledge), metacognitive (planning-evaluation, directed attention, problem-solving, and mental translation), and affective factors (listening self-efficacy, anxiety, and motivation) in second language (L2) listening comprehension through a systems model, offering a holistic perspective on L2 listening processes. Using data from 121 Iranian EFL learners, a cross-sectional correlational design examined vocabulary and syntactic knowledge, metacognitive awareness, and emotional dimensions, including listening self-efficacy, anxiety, and motivation. The findings underscore cognitive and affective factors as direct predictors of listening comprehension, while metacognitive factors exert indirect effects. Mediation analyses reveal listening self-efficacy as both a direct predictor and mediator of comprehension outcomes. Moderation analyses demonstrate that higher L2 proficiency amplifies the impact of cognitive and affective factors, whereas metacognitive contributions remain consistent across proficiency levels. These results refine the systems model by emphasizing the interconnected roles of emotional support, cognitive development, and integrated instruction in advancing L2 listening proficiency.