فاطمه نعمتی

The main goal of this investigation was to identify the relationship between brain dominance and listening strategies of intermediate Iranian foreign language learners of English. A brain dominance test was administered to a total of 50 Iranian EFL learners. The participants were also asked to complete a listening comprehension questionnaire that included 20 items asking about the use of listening strategies. The data obtained from brain dominance and listening strategy use questionnaire was run through multiple statistical tests, including Pearson correlation and Spearman’s rank correlation, to identify the relationship between brain dominance and listening strategy use. The results indicated that there is a positive significant relationship between brain dominance and listening strategy use and the more a learner is considered to be right-brained, the more they use listening comprehension strategies. However, a relationship between brain dominance and each of the three categories of listening comprehension strategies (i.e. cognitive, metacognitive and affective) could not be established.