The present study examined the impact of visualization and graphic organizers as pre-listening strategies on English as a foreign language (EFL) learners’ cognitive, behavioral, and emotional engagement and their listening comprehension. To do so, this study was carried out in three listening classes at Islamic Azad University of Mashhad. The participants included 80 junior EFL university students. A quasi experimental design with a control group and two experimental groups (graphic organizers and visualization) was utilized. Students’ engagement was assessed through academic engagement questionnaire measuring behavioral, emotional, and cognitive aspects of academic engagement. A sample IELTS (International English Language Testing System) test was utilized to gauge students’ level of listening proficiency. To examine the impact of the two intervention techniques on listening proficiency level, an analysis of variance (ANOVA) was run. A one-way between-groups multivariate analysis of variance (MANOVA) was utilized to investigate the role of graphic organizers and visualization in students’ behavioral, cognitive, and emotional engagement. The results demonstrated the effectiveness of graphic organizers and visualization as pre-listening strategies in enhancing EFL university students’ listening achievement as well as their engagement. The results of post-hoc analysis showed that visualization and graphic organizer techniques were equally influential in enhancing learners’ listening proficiency. It was also found the emotional engagement exhibited the highest difference and cognitive engagement showed the lowest difference. Manuscript profile

The current study presents findings from a mixed-methods study of investigating the self-regulatory role of private speech (self-talk) on students’ translation quality. The aim of the study was to validate the adapted version of a self-verbalization questionnaire. The construct validity and reliability of the scale were supported by the CFA which revealed that all items reached the acceptable fit thresholds and had high reliability. The study utilized two phases of analysis. In the quantitative analysis, 151 undergraduate English translation students participated in this study. Two questionnaires including validated self-verbalization scale and self-regulation accompanying a text were distributed among the students to determine the influence of the self-regulatory role of private speech on translation quality. The results demonstrated that the students who used more private speech had a better translation quality that shows the self-guidance role of private speech. In the qualitative phase of the study, 21 English translation students attended an interview. The focus of the interview was on the potential functions of the self-regulatory role of private speech in translation. The results indicated that most students apply private speech as a facilitator of the difficult task. Retention and evaluation were also among the most often applied strategies by the students. Manuscript profile