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The present study investigated the effectiveness of listening strategy instruction on the metacognitive listening strategies awareness of different EFL learner types (LTs). To achieve this goal, 150 EFL students took part in the study and were taught based on a guided lesson plan regarding listening strategies and a pre-test/post-test design was applied. The degree of change occurring as a result of intervention was measured through one way ANOVA test. The results indicated that there was a significant improvement after the onset of the instruction, and that the intervention was effective. Although there were some differences between the four learner types (visual learners, auditory learners, kinaesthetic learners, and tactile learners) on the post test, the auditory learner type had the most significant improvement in metacognitive awareness of listening strategies (MALS). The finding of this quantitative research study led us to conclude that learners make noticeable progress in MALS via listening strategy instruction and that the level of improvement varies across the LTs with the auditory group improving most significantly.

The present study explores the ways in which English is used in public discourse in Tehran-Iran and the motivations of Iranian -English as a Foreign Language (EFL) learners and teachers towards English language learning. The paper begins with an overview of different places in which English is used in Iran, such as media, public signs, traffic signs, advertisements, products, people's ordinary lives, and education. A cohort of 327 participants, including 168 Iranian EFL learners (male and female) and 159 experienced Iranian EFL teachers (male and female) responded to an English language motivation questionnaire. The results revealed that there is an active presence of English in Iran. In addition, the majority of Iranian EFL learners and teachers involved in the study regard English as an important part of their lives for many and various reasons such as being up-to-date, love, education, learning a new skill, being promoted, having a better and more highly qualified job and increased life chances.

Abstract-Listening has been a growing interest of EFL/ESL researchers and teachers in the last 50 years because the majority of learners view listening as one of the most problematic skills. Recently, there have been discussions on teaching listening with the emphasis on strategy instruction for better achievement in listening comprehension. Hence, the researcher designed this quantitative study to help learners overcome their problem. The aim of this experimental research is to investigate whether explicit instruction of listening strategies s listening skill of different learner types. The study was conducted in an English language academy in Iran with 135 high-Intermediate EFL participants for 10 sessions. A pre-/post-test design was selected for data collection. The results revealed that all learners showed a higher mean score in the post-test than the pretest but with a slight difference in improvement of listening comprehension of different learner types.