134 The findings of the present research significantly help literacy theorists flesh out a more comprehensive model of what it takes to make integrated understandings from multiple factors that influence L2 listening and reading comprehension. However, certain limitations of the study are also significant to note, which can be also regarded as grounding for further research. First, questions of causality were not sufficiently answered using the analyses provided in this work. The “causal modeling” approach could be used to help us further understand the role of non-linguistic variables in predicting L2 listening and reading comprehension and examine whether any moderating or mediating variable exists. Undoubtedly, it should be recognized that this specific approach is a method for testing notional relationships rather than discovering causes. Moreover, auxiliary modeling of hypothetical associations between these factors should rather examine structural equation models that apply latent variables instead of observed variables to prevent measurement errors as demanding to validate theory. Next, the results should be considered in context, not only by a sample of Iranian high school students, but also by specific materials presented to them. By considering other student populations, future studies testing complex relationships (directly and indirectly) between the assumed causal
RkJQdWJsaXNoZXIy MTM3NDc5MQ==