Maher Institute Inc Iranian Journal of Neurodevelopmental Disorders 3115-848X 5 2026 04 01 The Effect of Client-Centered Counseling on Elementary Students’ Self-Regulated Linguistic Ability The Effect of Client-Centered Counseling on Elementary Students’ Self-Regulated Linguistic Ability 1 13 EN Ali Seidi Department of Foreign Languages Teaching, Ker.C., Islamic Azad University, Kermanshah, Iran Journal Article 2025 12 10 <p><strong>Purpose: </strong>The present study aimed to investigate the effectiveness of a client-centered counseling intervention in improving self-regulated linguistic ability among elementary school students.</p> <p><strong>Methods and Materials: </strong>This study employed a quasi-experimental design with a pretest–posttest–follow-up structure and a control group. The sample consisted of 60 elementary students aged 9–11 years from Kermanshah, Iran, who were selected through convenience sampling and assigned to experimental and control groups using matched-pair randomization. The experimental group participated in 12 weekly sessions of client-centered counseling based on Rogerian principles, while the control group continued regular classroom activities. Data were collected using the Self-Regulated Linguistic Ability Scale (SRLAS), an observational checklist of linguistic behaviors, language sample analysis (including mean length of utterance, lexical diversity, and self-corrections), and teacher ratings of academic language performance. Data were analyzed using mixed-design ANOVA and MANOVA to examine group, time, and interaction effects, along with effect size calculations and post hoc comparisons.</p> <p><strong>Findings: </strong>The results revealed significant group × time interaction effects for overall self-regulated linguistic ability and all subcomponents, with large effect sizes (η² ranging from 0.22 to 0.42). The experimental group demonstrated statistically significant improvements from pretest to posttest (p &lt; .001) and maintained these gains at follow-up, whereas the control group showed no significant changes. Posttest comparisons indicated significant differences between groups in favor of the experimental condition (p &lt; .001, Cohen’s d &gt; 1.00). Additionally, multivariate analyses confirmed significant improvements in linguistic performance indicators, including mean length of utterance, lexical diversity, and frequency of self-corrections.</p> <p><strong>Conclusion: </strong>The findings indicate that client-centered counseling is a highly effective intervention for enhancing self-regulated linguistic ability in elementary students, promoting both metacognitive and behavioral aspects of language use, with sustained effects over time.</p> https://www.maherpub.com/index.php/jndd/article/download/748/584