10.57647/JNTELL.2026.0502.13

Iranian EFL Learners’ Perceptions of Guided Critical Reflection Tasks for Listening Comprehension and Associated Gains: A Self-Determination Theory Perspective

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  • Mohammad Jafari1,
  • Hossein Heidari Tabrizi*1,
  • Aziseh Chalak1,
  1. Department of English, Isf.C., Islamic Azad University, Isfahan, Iran

Received: 2026-05-21

Revised: 2026-05-25

Accepted: 2026-05-28

Published in Issue 2026-06-30

Copyright (c) 2026 Mohammad Jafari, Hossein Heidari Tabrizi, Aziseh Chalak (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Jafari, M., Heidari Tabrizi, H., & Chalak, A. (2026). Iranian EFL Learners’ Perceptions of Guided Critical Reflection Tasks for Listening Comprehension and Associated Gains: A Self-Determination Theory Perspective. Journal of New Trends in English Language Learning (JNTELL), 5(2). https://doi.org/10.57647/JNTELL.2026.0502.13
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Abstract

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.

Keywords

  • Guided critical reflection,
  • Listening comprehension,
  • RCEA framework,
  • Self-determiination theory
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