- ستوده نما، الهه و فاطمه تقی پور (۱۳۸۹). «ارتباط میان انگیزه، آگاهی فراشناختی از راهبردها و مهارت شنیداری زبانآموزان ایرانی زبان انگلیسی». زبانپژوهی. دورة ۱. شمارة ۲. صص ۲۵-۵۲.
- Allan, D. (2004). Oxford placement tests 2: Test pack. Oxford: Oxford University Press.
- Antón, M., & DiCamilla, F. J. (1999). Socio‐cognitive functions of L1 collaborative interaction in the L2 classroom. The Modern Language Journal, 83(2), 233–247. https://doi.org/10.1111/0026-7902.00018
- Auerbach, E. (2016). Reflections on Auerbach (1993). Reexamining English only in the ESLclassroom. TESOL Quarterly, 50, 936–939. https://doi.org/10.1002/tesq.310
- Bozorgian, H. (2014) The role of metacognition in the development of EFL learners’ listening skill. International Journal of Listening, 28(3), 149–161. https://doi.org/10.1080/10904018.2013.861303
- Bozorgian, H., & Fakhri Alamdari, E. (2018). Multimedia listening comprehension: Metacognitive instruction or metacognitive instruction through dialogic interaction. ReCALL, 30(1), 131–152. https://doi.org/10.1017/S0958344016000240
- Bozorgian, H., & Muhammadpour, M. (2020). Metacognitive intervention: High WMC learners’ listening performance and metacognitive awareness. Foreign Language Research Journal, 9(4), 1055–1084. https://doi.org/10.22059/JFLR.2019.273053.592
- Bozorgian, H., & Pillay, H. (2013). Enhancing foreign language learning through listening strategies delivered in L1: An experimental study. International Journal of Instruction, 6(1), 105–122.
- Bozorgian, H., Fallahpour, S., & Alinasab Amiri, M. (2021). Listening for Young-adult EFL Learners: Metacognitive Intervention through L1. International Journal of Listening, 1–14. https://doi.org/10.1080/10904018.2021.1923499
- Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL classrooms: Death of a dogma. The Language Learning Journal, 28(1), 29–39. https://doi.org/10.1080/09571730385200181
- Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57(3), 402–423. https://doi.org/10.3138/cmlr.57.3.402
- Cross, J. (2015). Metacognition in L2 listening: Clarifying instructional theory and practice. TESOL Quarterly, 49(4), 883–892. https://doi.org/10.1002/tesq.258
- Csizér, K. (2017). Motivation in the L2 Classroom. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 418–432). Abingdon: Routledge.
- De la Campa, J. C., & Nassaji, H. (2009). The amount, purpose, and reasons for using L1 in L2 classrooms. Foreign Language Annals, 42(4), 742–759. https://doi.org/10.1111/j.1944-9720.2009.01052.x
- De la Fuente, M. J., & Goldenberg, C. (2020). Understanding the role of the first language (L1) in instructed second language acquisition (ISLA): Effects of using a principled approach to L1 in the beginner foreign language classroom. Language Teaching Research, 26(5), 943–962. https://doi.org/10.1177/1362168820921882
- Dörnyei, Z. (1990). Conceptualizing motivation in foreign language learning. Language Learning, 40, 46–78. https://doi.org/10.1111/j.1467-1770.1990.tb00954.x
- Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273–284.
- Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117–135. https://doi.org/10.1017/S026144480001315X
- Dörnyei, Z. (2018). Motivating students and teachers. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (Vol. 7, pp. 4293–4299). Hoboken: Wiley. https://doi.org/10.1002/9781118784235.eelt0128
- Dörnyei, Z. (2020). Innovations and challenges in language learning motivation. London: Routledge.
- Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation. Harlow: Person Education Ltd.
- Edstrom, A. (2006). L1 use in the L2 classroom: One teacher's self-evaluation. Canadian Modern Language Review, 63(2), 275–292. http://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=18369910
- Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. London: Routledge.
- Fakhri Alamdari, E., & Hosnbakhshan, L. (2021). The dilemma of metacognitive intervention and EFL listening: Is L1 a panacea in EFL contexts? Interdisciplinary Studies in English Language Teaching, 1(1), 22–40. https://doi.org/10.22080/iselt.2021.20666.1004
- Field, J. (2008). Guest editor’s introduction emergent and divergent: A view of second language listening research. System, 36, 2–9. https://doi.org/10.1016/j.system.2008.01.001
- Ford, K. (2009). Principles and practices of L1/L2 use in the Japanese university EFL classroom. JALT Journal, 31(1), 63–80. https://doi.org/10.37546/JALTJJ31.1-3
- Goh, C. C. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC Journal, 39(2), 188–213. https://doi.org/10.1177/0033688208092184
- Goh, C. C., & Hu, G. (2014). Exploring the relationship between metacognitive awareness and listening performance with questionnaire data. Language Awareness, 23(3), 255–274. https://doi.org/10.1080/09658416.2013.769558
- Graham, S., & Macaro, E. (2008). Strategy instruction in listening for lower‐intermediate learners of French. Language learning, 58(4), 747–783. https://doi.org/10.1111/j.1467-9922.2008.00478.x
- Hadfield, J., & Dörnyei, Z. (2013). Motivating learning. London: Pearson.
- Harbord, J. (1992). The use of the mother tongue in the classroom. ELT Journal, 46(4), 30–55. https://doi.org/10.1093/elt/46.4.350
- Harley, B. (2000). Listening strategies in ESL: Do age and L1 make a difference? TESOL Quarterly, 34(4), 769–777. https://doi.org/10.2307/3587790
- Kraemer, A. (2006). Teachers’ use of English in communicative German language classrooms: A qualitative analysis. Foreign Language Annals, 39(3), 435–450. https://doi.org/10.1111/j.1944-9720.2006.tb02898.x
- Lantolf, J., & Genung, P. (2002). ‘I’d rather switch than fight’: An activity theoretic study of power, success, and failure in a foreign language classroom. In C. Kramsch (Ed.), Language acquisition and language socialization (pp. 175–196). London: Continuum.
- Larson-Hall, J. (2010). A guide to doing statistics in second language research using SPSS. London: Routledge.
- Littlewood, W., & Yu, B. H. (2011). First language and target language in the foreign language classroom. Language Teaching, 44, 64–77. https://doi.10.1017/S0261444809990310
- Lynch, T. (2011). Academic listening in the 21st century: Reviewing a decade of research. Journal of English for Academic Purposes, 10(2), 79–88.
- Lynch, T., & Mendelsohn, D. (2020). Listening. In N. Schmitt, & M. P. H. Rodgers (Eds.), An introduction to applied linguistics (pp. 223–239), New York, USA: Routledge.
- Macaro, E. (2009). Teacher use of code switching in the second language classroom: Exploring ‘optimal’ use. In M. Turnbull & J. Dailey-O’Cain (Eds.), First language use in second and foreign language learning (pp. 35–49). Salisbury: UK.
- Maftoon, P., & Fakhri Alamdari, E. (2020). Exploring the effect of metacognitive strategy instruction on metacognitive awareness and listening performance through a process-based approach. International Journal of Listening, 34(1), 1–20. https://doi.org/10.1080/10904018.2016.1250632
- Mahdavi, N., & Miri, M. (2017). Co-shaping metacognitive awareness and developing listening comprehension through process-based instruction. International Journal of Listening, 33(1), 53–70. https://doi.org/10.1080/10904018.2016.1260454
- Mendelsohn, D. (1995). Applying learning strategies in the second/foreign language listening comprehension lesson. In D. Mendelsohn, & J. Rubin (Eds.), A guide for the teaching of second language listening. (pp. 132–50). San Diego: Dominie Press.
- Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50, 57–85.
- Nunan, D. (2015). Teaching English to speakers of other languages: An introduction. London: Routledge.
- Rahimirad, M. (2014). The impact of metacognitive strategy instruction on the listening performance of university students. Procedia-Social and Behavioral Sciences, 98(6), 485–1491. https://doi.org/10.1016/j.sbspro.2014.03.569
- Renandya, W. A., & Hu, G. (2018). L2 listening in China: An examination of current practice. In A. Burns, & J. Siegel (Eds.), International perspectives on teaching the four skills in ELT (pp. 37–50). London: Palgrave Macmillan.
- Sali, P. (2014). An analysis of the teachers' use of L1 in Turkish EFL classrooms. System, 42, 308–318. https://doi.org/10.1016/j.system.2013.12.021
- Schweers, C. W., Jr. (1999). Using L1 in the classroom. Forum, 37(2), 6–12.
- Sotode-nama, E., & Taghipour, F. (2010). On the relationships among motivation, metacognitive awareness of listening strategies, and listening proficiency of Iranian EFL learners. Journal of Language Research, 1 (2), 25–52 [In Persian].
- Stables, A., & Wikeley, F. (1999). From bad to worse? Pupils' attitudes to modern foreign languages at ages 14 and 15. The Language Learning Journal, 20(1), 27–31. https://doi.org/10.1080/09571739985200231
- Storch, N., & Wigglesworth, G. (2003). Is there a role for the use of the L1 in an L2 setting? TESOL Quarterly, 37(4), 760–770. https://doi.org/10.2307/3588224
- Swain, M., & Lapkin, S. (2013). A Vygotskian sociocultural perspective on immersion education: The L1/L2 debate. Journal of Immersion and Content-based Language Education, 1(1), 101–129. https://doi.org/10.1075/jicb.1.1.05swa
- Tanewong, S. (2018). Metacognitive pedagogical sequence for less-proficient Thai EFL listeners: A comparative investigation. RELC Journal, 50(1), 86–103. https://doi.org/10.1177/0033688218754942
- Thoms, J., Liao, J., & Szustak, A. (2005). The use of L1 in an L2 on-line chat activity. Canadian Modern Language Review, 62(1), 161–182. https://www.learntechlib.org/p/98046/.
- Tognini, R., & Oliver, R. (2012). L1 use in primary and secondary foreign language classrooms and its contribution to learning. In E. Alcón Soler, & M. P. Safont Jordá (Eds.), Discourse and learning across L2 instructional contexts (pp. 53–78). Amsterdam: Rodopi.
- UCLES, C. U. P. A. (2020). Cambridge IELTS 14 academic student’s book with answers: Authentic examination papers. Cambridge: Cambridge University Press.
- Ushioda, E. (2016). Language learning motivation through a small lens: A research agenda. Language Teaching, 49(4), 564–577.
- Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26(1), 70–89. https://doi.org/10.1093/applin/amh039
- Vandergrift, L., & Goh, C. C. (2012). Teaching and learning second language listening: Metacognition in action. New York: Rutledge.
- Vandergrift, L., & Tafaghodtari, H. M. (2010). Teaching L2 students how to listen does make a difference: An empirical study. Language Learning, 60(2), 470–497. https://doi.org/10.1111/j.1467-9922.2009.00559.x
- Vandergrift, L., Goh, C. C. M., Mareschal, C. J. & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language Learning, 56(3), 431–462. https://doi.org/10.1111/j.1467-9922.2006.00373.x
- Veenman, M. V., Van Hout-Wolters, B. H., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1, 3–14.
- Wach, A., & Monroy, F. (2020). Beliefs about L1 use in teaching English: A comparative study of Polish and Spanish teacher-trainees. Language Teaching Research, 24(6), 855–873. https://doi.org/10.1177/1362168819830422
- Wenden, A. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19(4), 515–537. https://doi.org/10.1093/applin/19.4.515
|