| Summary: | The main purpose of this study was to find out the listening strategies used byupper-intermediate
and intermediate Iranian FFL learners and to compare the listening strategies of both groups of
participants in this study. A total number of 30 Persian EFL learners were administered a listening
comprehension test and a listening strategy use questionnaire. The test consisted of two class
lectures, each of them followed by comprehension questions comprised of multiple choice and
essay questions. After the test, participants were also asked to complete a questionnaire that
included 20 items asking about the use of cognitive, metacognitive, andsocio-affective strategies.
The listening test and listening strategy use questionnaire data was run through multiple statistical
tests, including factor analysis, multiple regression, and t-tests, to identify the strategies the research
participants had used and explain the relationship between listening strategy use and listening
comprehension.
The results indicated that both upper-intermediate and intermediate listeners used metacognitive,
cognitive, and socio-affective strategies. However, there was some variation in terms of the use of
cognitive and metacognitive socio-affective strategies. As far as cognitive strategies were
concerned, the results revealed that the upper-intermediate listeners employed more top-down
strategies than the intermediate listeners, whereas there were no significant differences in the use of
metacognitive strategies. The results also indicated that cognitive strategies are the most powerful
predictor of listening comprehension, followed by socio-affective strategies, whereas metacognitive
strategies were the predictor that accounted the least for listening comprehension.
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