This study was intended to investigate the relationship between working memory, anxiety and Iranian EFL learners’ listening comprehension. For the purpose of this study, 60 Iranian pre-intermediate EFL learners were selected among 80 students at a private language institute in Hamadan, Iran. They participated in a homogeneity test (Oxford Quick Placement Test) to determine their homogeneity level. At first, two working memory span tests was administered to participants. Moreover, foreign language listening anxiety questionnaire and listening comprehension tests were applied as another data gathering instruments. Pearson’s Product moment correlation and one-way ANOVA were used to analyze the data. It was revealed that there was a strong, negative relationship between FL listening comprehension and listening anxiety. The study showed that a large number of the students experience high level of anxiety. Consequently, they were poor in their listening comprehension test implementation. Also, regarding working memory, it was found that working memory is an efficient and paramount prophesier for EFL listening comprehension. Learners with larger working memory capacity more likely have better abilities in listening. In addition, this study provides some pedagogical implications on EFL teaching.

中文翻译：

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探索工作记忆，焦虑与伊朗EFL学习者的听力理解之间的关联

这项研究旨在调查工作记忆，焦虑与伊朗EFL学习者的听力理解之间的关系。出于这项研究的目的，从伊朗哈马丹一所私立语言学院的80名学生中选出了60名伊朗的中级英语学习者。他们参加了同质性测试（Oxford Quick Placement Test）以确定其同质性水平。首先，对参与者进行了两个工作记忆跨度测试。此外，外语听力焦虑问卷和听力理解测试被用作另一种数据收集工具。皮尔逊的乘积矩相关性和单向方差分析用于分析数据。结果表明，FL听力理解与听力焦虑之间存在强烈的负相关关系。研究表明，大量学生感到焦虑不安。因此，他们的听力理解测试实施情况很差。此外，关于工作记忆，人们发现工作记忆是EFL听力理解的有效且至关重要的预言家。具有较大工作记忆容量的学习者更有可能具有更好的听力能力。此外，本研究对EFL教学提供了一些教学上的启示。