OICC Press Journal of New Trends in English Language Learning (JNTELL) 2821-2290 4 4 2025 12 31 Effects of Motivational, Metacognitive, and Technology-Based Scaffolding on Listening Ability of Iranian ESP Students 10.57647/JNTELL.2025.0404.25 EN Elham Fallahian English Department, Na.C., Islamic Azad University, Najafabad, Iran Omid Tabatabaei English Department, Na.C., Islamic Azad University, Najafabad, Iran Hadi Salehi English Department, Na.C., Islamic Azad University, Najafabad, Iran Hossein Vahid Dastjerdi English Department, Na.C., Islamic Azad University, Najafabad, Iran Journal Article 2025 12 31 This research seeks to scrutinize how different scaffolding techniques affect the listening skills of Iranian students enrolled in English. These students often struggle with developing their listening skills, which are vital for effective communication in academic and professional environments. This investigation implemented a quasi-experimental framework and comprised 80 intermediate Iranian ESP students who were randomly divided into four experimental groups (motivational, metacognitive, technology-based) and a control group. The participants' listening skills were assessed through pre-tests and post-tests, and the treatment involved the use of scaffolding techniques, including a software program that incorporated text, graphics, and audio elements. The program presented materials through various modalities, such as vocabulary sections, stories, exercises, and games. The outcome revealed all three types of scaffolding led to significant improvements in the listening abilities of the ESP learners. The experimental groups performed better than the control group, with the technology-based group showing weaker performance compared to the motivational and metacognitive groups. The results carry significant relevance for English education in Iran, as they can support a basis for enhancing pedagogical strategies to upgrade listening skills in academic and professional contexts.