مشخصات پژوهش

Iraqi English as a Foreign Language (EFL) learners often face challenges in developing their listening comprehension skills, which are crucial for effective communication in the target language (Al-Khazaali, 2022; Ghafar, 2023). Recent research has highlighted the importance of cognitive factors, such as working memory, and affective factors, like self-efficacy, in language acquisition and performance (Dimassi, 2016; Holzknecht & Brunfaut, 2022; Sakai, 2018). This study aims to explore the complex interplay between these factors in the context of EFL listening comprehension. Working memory, the cognitive system responsible for temporarily storing and manipulating information, has been shown to play a significant role in language processing and comprehension (Peng et al., 2018). Studies have demonstrated that working memory plays a significant role in language learning (Wen & Li, 2019). WM capacity is also positively associated with L2 listening comprehension, particularly for lower-proficiency learners (Andersson, 2010). However, the relationship between working memory and listening comprehension may not be straightforward and could be influenced by other factors (Sakai, 2018). Self-efficacy, defined as an individual's belief in their ability to succeed in specific situations or accomplish tasks, has been identified as a crucial factor in language learning. Research has shown that self-efficacy can positively impact language learners' motivation, strategy use, and overall performance (Graham, 2011). In the context of EFL learning, self-efficacy has been found to influence learners' willingness to communicate and their use of metacognitive strategies (Razmi, et al., 2020). While the individual effects of working memory and self-efficacy on language learning have been studied (Aldosari & Mekheimer, 2018; Mekheimer, 2024), there is a gap in the literature regarding their combined influence on EFL listening comprehension. Specifically, the potential moderating role of s