Abstract:T he study reported in this article set out to investigate the effect of an intervention into the strategies for second language (L2) lecture comprehension. The research was conducted in a Bulgarian university context and adopted a quasi-experimental pretest-posttest design. The 15-week instructional sequence was based on explicit/ direct teaching of cognitive and metacognitive strategies for listening to lectures in English. The results indicated that the students in the experimental group (n = 34) significan… Show more
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