H
Hossein Bozorgian
Researcher at University of Mazandaran
Publications - 39
Citations - 426
Hossein Bozorgian is an academic researcher from University of Mazandaran. The author has contributed to research in topics: Active listening & Metacognition. The author has an hindex of 9, co-authored 31 publications receiving 328 citations. Previous affiliations of Hossein Bozorgian include Queensland University of Technology.
Papers
More filters
Journal ArticleDOI
The Relationship between Listening and Other Language Skills in International English Language Testing System
TL;DR: In this article, the authors examined the relationship of listening comprehension with other language skills and found that listening comprehension is the primary channel of learning a language and the secondary skill, speaking, proceeds listening cognitively.
Journal ArticleDOI
The Role of Metacognition in the Development of EFL Learners' Listening Skill.
TL;DR: In this paper, the authors investigated the impact of metacognitive instruction on the listening skill, and metACognitive knowledge of a group of male students (N = 30) who were learning English as a Foreign Language (EFL) in Iran.
Journal ArticleDOI
Metacognitive Instruction Does Improve Listening Comprehension
TL;DR: In this article, the authors report on a small-scale study, which looked into the impact of metacognitive instruction on listeners' comprehension and found that less-skilled listeners improved more than more-skilled participants in the IELTS listening tests.
Journal Article
Enhancing Foreign Language Learning through Listening Strategies Delivered in L1: An Experimental Study
TL;DR: In this article, the authors investigated the effectiveness of teaching listening strategies delivered in L1 (Persian) and its effect on listening comprehension in L2 (English) during 14 weeks during a semester.
Metacognitive instruction does improve listening comprehension
TL;DR: In this paper, the authors report on a small-scale study, which looked into the impact of metacognitive instruction on listeners' comprehension and found that less-skilled listeners improved more than more-skilled participants in the IELTS listening tests.