مشخصات پژوهش

Listening comprehension is a critical skill in second language (L2) acquisition, playing a central role in communication and language development. However, learners often struggle with listening comprehension due to various affective and psychological factors. Among these, foreign language anxiety (FLA) has been identified as one of the most pervasive obstacles (Horwitz, Horwitz, & Cope, 1986), significantly hindering language processing and comprehension. At the same time, motivation serves as a powerful positive force, driving learners to overcome challenges and persist in the face of difficulties (Dörnyei, 2005). Despite the importance of these two constructs, relatively little research has examined their combined effects on L2 listening comprehension. Moreover, emotional intelligence (EI), defined as the ability to perceive, regulate, and utilize emotions effectively (Goleman, 1995), has garnered increasing attention in educational psychology. EI is seen as a key mediator between learners' emotional states and their academic outcomes (Petrides, 2001). Components of EI, such as self-regulation, self-awareness, and empathy, are believed to help learners manage negative emotions like anxiety while fostering positive motivational states (Mayer, Salovey, & Caruso, 2004). The present study builds on these theoretical frameworks by exploring the mediating role of EI in the relationship between anxiety, motivation, and L2 listening comprehension. Despite extensive research on the role of motivation and anxiety in second language acquisition, limited attention has been paid to how these factors interact and how emotional intelligence moderates their effects on L2 listening comprehension. While some studies have examined the direct impact of anxiety on listening performance (MacIntyre & Gardner, 1994) and the facilitative role of motivation in language learning (Gardner, 1985), the mediating function of EI components remains underexplored. This gap in the literature limit