OICC Press Journal of New Trends in English Language Learning (JNTELL) 2821-2290 5 2 2026 06 30 Iranian EFL Learners’ Perceptions of Guided Critical Reflection Tasks for Listening Comprehension and Associated Gains: A Self-Determination Theory Perspective 10.57647/JNTELL.2026.0502.13 EN Mohammad Jafari Department of English, Isf.C., Islamic Azad University, Isfahan, Iran https://orcid.org/0009-0002-1052-8725 Hossein Heidari Tabrizi Department of English, Isf.C., Islamic Azad University, Isfahan, Iran Aziseh Chalak Department of English, Isf.C., Islamic Azad University, Isfahan, Iran https://orcid.org/0000-0002-6701-8366 Journal Article 2026 06 30 This study investigated Iranian EFL learners’ perceptions of guided critical reflection tasks based on the Review, Connect, Extend, Apply (RCEA) framework for developing listening comprehension. Using Self-Determination Theory (SDT) as the theoretical lens, the study also examined the relationship between these perceptions and long-term retention of listening gains. Forty intermediate EFL learners completed a 12-week intervention involving weekly RCEA-based listening tasks. Two weeks after the delayed posttest, participants completed a Learning Experience Questionnaire (LEQ) measuring perceived usefulness, engagement, and difficulty, and ten participated in semi-structured interviews. Quantitative results indicated that learners perceived the tasks as highly useful (M = 4.12) and engaging (M = 3.94), with moderate difficulty (M = 3.45). Perceived usefulness (r = 0.52) and engagement (r = 0.48) were positively correlated with retention gain, while perceived difficulty showed a weak negative correlation (r = -0.31). Qualitative findings revealed that the ‘Connect’ and ‘Apply’ stages were particularly valued for creating personal relevance and deep processing, whereas the ‘Extend’ stage was the most challenging. Learners reported that the ‘Apply’ stage created durable memory traces, while superficial engagement due to time pressure hindered retention. The findings support the integration of the RCEA framework into listening instruction and confirm the applicability of SDT to critical reflection task design.