Meysam Muhammadpour
Biographic Data
| ID | 6090727 |
|---|---|
| NAME | Meysam Muhammadpour |
| GIVEN NAMES | Meysam |
| FAMILY NAME | Muhammadpour |
| SIGNATURE | MUHAMMADPOUR M |
| AFFILIATIONS | University of Guilan |
| ORCID | 0000-0002-8677-2196 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Working memory training embedded in metacognitive intervention
The effects of metacognitive intervention and metacognitive intervention through dialogic interaction on L2 learners’ listening comprehension and cognitive load
This quasi-experimental study investigated the comparative effects of metacognitive intervention (MI) and metacognitive intervention through dialogic interaction (MIDI) on L2 learners’ listening comprehension and cognitive load. Quantitative approaches were applied to evaluate the data from 59 advanced-level Iranian EFL learners. The MI (n = 19) and MIDI (n = 20) groups received weekly instructions (i.e. metacognitive intervention and metacogniti…
Taking the Edge Off Foreign Language Listening Anxiety
The Effect of Metacognitive Intervention on the Listening Performance and Metacognitive Awareness of High- and Low-Working Memory Capacity EFL Learners
The effects of different task repetition schedules on oral narratives of L2 learners with high and low working memory capacity
The present study investigated the effects of different task repetition (TR) schedules on oral complexity, accuracy, and fluency (CAF) of L2 learners with high and low working memory capacity (WMC). To this end, 36 intermediate Iranian learners were assigned to two groups by means of a speaking span task: task repetition of high WMC learners (TRHWM) and task repetition of low WMC leaners (TRLWM). The learners in both groups were required to watch…
Embedding L2 Listening Homework in Metacognitive Intervention
A review of the various approaches to L2 listening instruction suggests that they were more of text- or communication-oriented approaches and less of learner-oriented ones. More recently, the focus has shifted to engage L2 listeners in their own listening comprehension process through strategy instruction inside the classroom and strategy use outside the classroom. In this regard, Vandergrift and Goh suggested a metacognitive approach to L2 liste…
Dialogic interaction and dynamic systems theory in listening comprehension
The present paper explored the developmental trajectories related to an EFL learner's metacognitive strategy use as well as listening comprehension from a dynamic systems theory perspective. The general purpose of the study was to investigate how the EFL learner's listening comprehension evolves as a result of interacting with metacognitive strategies. To this end, an intermediate 15-year-old Iranian EFL learner's metacognitive strategy use and l…
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Embedding L2 Listening Homework in Metacognitive Intervention
A review of the various approaches to L2 listening instruction suggests that they were more of text- or communication-oriented approaches and less of learner-oriented ones. More recently, the focus has shifted to engage L2 listeners in their own listening comprehension process through strategy instruction inside the classroom and strategy use outside the classroom. In this regard, Vandergrift and Goh suggested a metacognitive approach to L2 liste…
Dialogic interaction and dynamic systems theory in listening comprehension
The present paper explored the developmental trajectories related to an EFL learner's metacognitive strategy use as well as listening comprehension from a dynamic systems theory perspective. The general purpose of the study was to investigate how the EFL learner's listening comprehension evolves as a result of interacting with metacognitive strategies. To this end, an intermediate 15-year-old Iranian EFL learner's metacognitive strategy use and l…
The effects of different task repetition schedules on oral narratives of L2 learners with high and low working memory capacity
The present study investigated the effects of different task repetition (TR) schedules on oral complexity, accuracy, and fluency (CAF) of L2 learners with high and low working memory capacity (WMC). To this end, 36 intermediate Iranian learners were assigned to two groups by means of a speaking span task: task repetition of high WMC learners (TRHWM) and task repetition of low WMC leaners (TRLWM). The learners in both groups were required to watch…
The Effect of Metacognitive Intervention on the Listening Performance and Metacognitive Awareness of High- and Low-Working Memory Capacity EFL Learners
Taking the Edge Off Foreign Language Listening Anxiety
Working memory training embedded in metacognitive intervention
The effects of metacognitive intervention and metacognitive intervention through dialogic interaction on L2 learners’ listening comprehension and cognitive load
This quasi-experimental study investigated the comparative effects of metacognitive intervention (MI) and metacognitive intervention through dialogic interaction (MIDI) on L2 learners’ listening comprehension and cognitive load. Quantitative approaches were applied to evaluate the data from 59 advanced-level Iranian EFL learners. The MI (n = 19) and MIDI (n = 20) groups received weekly instructions (i.e. metacognitive intervention and metacogniti…
Active listening (6 works) · Cognition (6 works) · EFL/ESL Teaching and Learning (6 works) · Metacognition (6 works) · Psychology (6 works) · Communication (5 works) · Innovative Teaching and Learning Methods (5 works) · Cognitive psychology (4 works) · Educational and Psychological Assessments (4 works) · Listening comprehension (4 works)