The Effect of Auditory Distraction and Working Memory on Iranian EFL Learners’ Listening Comprehension

Perceiving the spoken language, as a key challenge in acquiring a second language, is affected by numerous variables. The current study aimed to explore the impacts of auditory distraction and working memory on the Iranian (EFL) learners’ listening comprehension. It further explored the effects of different item types (content, integrated, and inferential) and their interactions with working memory on listening comprehension under adverse conditions. To achieve these objectives, a convenient sample of 54 advanced language learners was selected via a listening placement from a TOEFL test. Their working memory capacity (high/low span) was measured using Daneman and Carpenter’s (1980) reading span test. The participants took part in a listening task under both adverse (with auditory distraction from babble noise) and normal conditions. The results revealed the significant and negative impact of auditory distraction on listening comprehension. Moreover, no statistically significant difference was observed for the working memory and item type effects. These findings contribute to our understanding of the intricate relationship between auditory distractions, working memory, and listening comprehension among Iranian EFL learners.