scholarly journals The Effect of Listening Strategy Instruction on Iranian Pre-intermediate EFL Learners’ Listening ability

2018 ◽  
Vol 7 (3) ◽  
pp. 188
Author(s):  
Farzaneh Ghaed sharaf ◽  
Melika Mobaraki ◽  
Maryam Rabani Nia
Keyword(s):  
Language Learning ◽  
Listening Comprehension ◽  
Lesson Plan ◽  
Strategy Instruction ◽  
Control Group ◽  
Efl Learners ◽  
Before And After ◽  
Listening Ability ◽  
Listening Strategies ◽  
Age Range

Listening comprehension plays an important role in the process of language learning as it is one of the four major skills in language acquisition. This study was conducted to investigate the effectiveness of listening strategy instruction on improving listening comprehension of Iranian EFL learners. To achieve this goal, forty students studying at Birjand University were participated in the current study. All of thestudents were within the age range of 18 to 22. Then, they were non-randomly divided into two groups, as a control and an experimental group. Theexperimental was taught based on a guide lesson plan regarding listening strategies while the control group did not receive any treatment. The listening section of TOEFL was utilized to measure the listening performance of the participants before and after the treatment. The results of Independent Samples Test indicated thatinstructing listening strategies had no significant impact onlistening comprehension of Iranian pre-intermediate EFL learners.

scholarly journals The Effect of Brain-Based Teaching on Young EFL Learners’ Self-Efficacy

2017 ◽  
Vol 10 (5) ◽  
pp. 158 ◽  
Author(s):  
Parastoo Alizadeh Oghyanous
Keyword(s):  
Language Learning ◽  
Self Efficacy ◽  
Foreign Language Learning ◽  
Teaching Approach ◽  
Control Group ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Before And After ◽  
Group A ◽  
Age Range

The present study aimed to investigate the effect of brain-based teaching on the self-efficacy of young EFL learners. The initial participants of the study were 90 learners within the age range of 13-16 who were selected based on convenience sampling. Theses 90 young EFL learners were given a Flyers test the scores of which were used to choose 60 homogeneous learners whose scores fell within the range of +/- one standard deviation from the mean. The 60 selected learners were then divided into an experimental and a control group. A Self-Efficacy Questionnaire for Children (SEQ-C), developed by Muris (2001) was administered to the participants in both groups before and after the treatment after being translated into Persian and piloted for reliability check. To implement brain-based teaching in the experimental group, the researcher taught the lessons based on the three techniques of Brain Based Teaching Approach (BBTA). The three techniques used were Relaxed Alertness (RA), Orchestrated Immersion (OI) and Active Processing (AP) in line with Thomas and Swamy (2014). The results of statistical analyses indicated that brain-based teaching approach had a significant effect on students’ self-efficacy. The findings of the study can have implications for both students and EFL teachers in the realm of foreign language learning and teaching.

scholarly journals An Evaluation of Listening Strategy Instruction Intervention among EFL Learners at Thai Nguyen University

2021 ◽  
Vol 04 (03) ◽  
Author(s):  
Mai Van Can ◽  
Keyword(s):  
Listening Comprehension ◽  
Strategy Instruction ◽  
College Of Education ◽  
Control Group ◽  
Quasi Experimental ◽  
The Mean ◽  
Listening Ability ◽  
Listening Strategies ◽  
And Control ◽  
Experimental Group

The study was conducted at two institutions (The International School and The College of Education) Thai Nguyen University. The total number of participants was 92. The study employs a quasi-experimental research design to evaluate the effectiveness of a listening strategy instruction invention towards the listening comprehension. The findings reveals that students use listening strategies at a low level (M=2.1). The results also confirmed that the listening intervention really helped students in their listening ability. The mean of pre-test was M=3.72. After four weeks of intervention the mean scores were M=4.96 for the experimental group and M= 3.83 for the control group. After another four weeks, the improvement of the experimental group was M=5.6 compared to M=4.54 in the control group. At the end of the intervention the improvement the mean scores for experimental group and control group were M=6.41 and M=5.45 respectively. From the findings, it is concluded that the listening strategy intervention really improve students’ listening comprehension.

scholarly journals The Effect of Dictogloss on Listening Comprehension: Focus on Metacognitive Strategies and Gender

2017 ◽  
Vol 6 (7) ◽  
pp. 23
Author(s):  
Mina Taheri ◽  
Saeed Taki
Keyword(s):  
Language Learning ◽  
Listening Comprehension ◽  
Standard Test ◽  
Metacognitive Strategies ◽  
Male And Female ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Significant Difference ◽  
Listening Strategies ◽  
Experimental Group

This study aimed at investigating the effect of dictogloss on EFL learners’ listening comprehension as well as on their use of metacognitive listening strategies with a focus on the effects on male and female learners. To this end, a total number of 50 female and male Iranian EFL learners, aged between 12 and 15 years old, at the intermediate proficiency level in a private language school in Iran were selected and randomly assigned to experimental and control groups with 25 male and female learners in each group. Dictogloss was employed to teach the learners in the experimental group for an instruction period of 12 sessions. Participants’ listening comprehension was determined through a pre/posttest which was adapted from the listening section of the standard test of PET and their use of metacognitive listening strategies via the MALQ, a questionnaire developed by Vandergrift et al. (2006). The data obtained were submitted to the t-test and results revealed significant improvement in the experimental group’s listening comprehension with no significant difference between male and female learners. Finally, the results showed that the listeners in the experimental group made noticeable gains in their choice of metacognitive strategies through using the dictogloss technique.  Findings are discussed in light of recent theories of language learning and teaching.  

scholarly journals Examining the Effect of Listening Strategy Instruction on EFL Iraqi learners’ Listening Anxiety

2020 ◽  
Author(s):  
Shiva Kaivanpanah ◽  
Sayyed Mohammad Alavi ◽  
Hussein AL-Shammari
Keyword(s):  
Foreign Language ◽  
Negative Relationship ◽  
Strategy Instruction ◽  
Control Group ◽  
Listening Anxiety ◽  
Before And After ◽  
Based Instruction ◽  
Teaching Of Listening ◽  
Listening Strategies ◽  
And Control

The present study examined the effect of process-based listening strategy instruction on decreasing the learners’ listening anxiety level, and the relationship between listening anxiety (LA) and listening comprehension (LC). The participants consisted of sixty sophomore Iraqi learners who were studying English as a Foreign Language (EFL) at the Department of English at the University of Kufa, Iraq. They were divided into experimental (n=30) and control(n=30) groups. The experimental group received explicit, and integrated listening strategies instruction based on Siegel’s model of process-based listening strategy instruction (2015). The control group received the conventional teaching of listening without receiving any training in strategy process-based instruction over a semester (ten weeks). A modified version of the Foreign Language listening Anxiety Scale (FLLAS) developed by Elkhafaifi (2005) was taken by the participants once before and once after the intervention to measure their LA. The listening section of the Preliminary English Test (PET) used to measure the learners’ LC before and after the intervention. Findings showed that listening strategy instruction could decrease learners’ LA. Furthermore, a negative relationship found between LA and LC. The paper concluded with some useful pedagogical implications, and suggestions for further research are discussed based on the findings for researchers, teachers, and educators within the constraints of the Iraqi context.

scholarly journals Partial Dictation vs. Dictogloss Effect on Listening Comprehension of Iranian EFL Learners

2020 ◽  
Vol 10 (4) ◽  
pp. 240-256
Author(s):  
Bahram Mowlaie ◽  
Milad Abdolmajid ◽  
Ali Rahimi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
Vital Role ◽  
Control Group ◽  
Homogeneity Test ◽  
Efl Learners ◽  
Instructional Activity ◽  
Post Test ◽  
Experimental Group

The unique characteristics of the listening skill and the vital role they play in language learning and communication do not receive the attention they deserve and the situation is worsened in EFL contexts due to lack of communication in everyday context.  Given this, the present study was an attempt to empirically investigate if partial dictation versus dictogloss had any significant effect on listening comprehension of Iranian EFL learners. To this end, 60 male EFL learners were selected via double sampling and, after taking homogeneity test and listening pre-test, they were randomly assigned to two experimental groups (partial dictation versus dictogloss) and a control group. The first experimental group was exposed to dictogloss, while the second experimental group was exposed to partial diction. The control group underwent the mainstream usual classroom activities. After the treatment which took one hour each session for seven sessions, a listening post-test was given to all groups. The thorough analysis of data using paired sample t-test indicated that partial dictation group slightly outperformed the dictogloss group in the listening post-test and both experimental groups significantly outperformed the control group in the listening test. The result can have implications for learners, teachers, and material developers in all second and, especially, foreign language contexts where listening comprehension does not receive the attention it deserves and this, in turns, deprives EFL learners of viable sources of input. It is recommended that dictation in either partial format or dictogloss become an instructional activity in English classes because of its usefulness in improving listening comprehension and, more importantly, because of its practicality which is an important concern in many language learning contexts.  Key words: Dictogloss; English as a Foreign Language, Listening Comprehension; Partial Dictation 

scholarly journals EFFECTS OF EXTENSIVE READING ON EFL LEARNERS’ WRITING PERFORMANCE

2021 ◽  
Vol 6 (5) ◽  
Author(s):  
Vo Thi Thuy Duong ◽  
Nguyen Huynh Trang
Keyword(s):  
Language Learning ◽  
Control Group ◽  
Extensive Reading ◽  
Writing Performance ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Reading Materials ◽  
Before And After ◽  
Post Test ◽  
Experimental Group

<p>Extensive Reading (ER) is considered as a good learning technique to enhance every skill in language learning. It is considered to assist the improvement of other skills of language learners especially English as a Foreign Language (EFL) leaners. This study is designed to evaluate the effectiveness of ER on EFL learners’ writing performance and to identify the EFL learners’ attitude towards the effects of ER on writing performance. The study recruited a group of 59 non-English majors at a public university in Vietnam. The participants were divided into two groups, i.e., experimental group and control group. The participants in the experimental group were assigned extensive reading materials as their homework to support their learning of writing meanwhile the participants in the control group were guided to write without the support of extensive reading materials. To check the differences of the participants’ writing ability before and after the intervention, pre-test and post-test were employed. A questionnaire was also delivered to the experimental group after the treatment. The results from the tests revealed that ER supported EFL learners in their writing performance. The experimental group had more significant enhancement. The results obtained from the questionnaire also indicated that the EFL learners had positive attitudes towards the use of extensive reading materials provided in their writing learning process. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0870/a.php" alt="Hit counter" /></p>

scholarly journals The Effects of Using Podcast on Listening Comprehension among Iranian Pre-intermediate EFL Learners

2017 ◽  
Vol 6 (6) ◽  
pp. 57 ◽  
Author(s):  
Islam NamazianDost ◽  
Ghassem Bohloulzadeh ◽  
Rezvan Rahmatollahi
Keyword(s):  
Listening Comprehension ◽  
Placement Test ◽  
Control Group ◽  
Homogeneity Test ◽  
Efl Learners ◽  
English Classes ◽  
Post Test ◽  
Listening Ability ◽  
Experimental Group ◽  
Better Than

The purpose of the present study was to explore the effects of using podcast on listening comprehension among Iranian pre-intermediate EFL learners. To fulfill the objectives of the study a Homogeneity test (Oxford Quick Placement Test) was administered among 90 students at the pre-intermediate level of Poyesh language Institute and finally 60 participants were selected. Then, they were non-randomly divided into two sub­groups, namely control and experimental groups.  Before starting the treatment, a validated teacher-made listening comprehension test was administered to students as pre-test to assess the participants' listening comprehension at the beginning of the course. Then, the experimental group received the treatment, which was teaching listening comprehension through using podcasts while the control group was taught using traditional methods of teaching listening with no multimedia source. After 20 sessions of treatment, the two groups were administered the same teacher-made listening test as post-test. Data were analyzed by Paired and Independent Samples t-­test. The findings showed that the experimental group significantly performed better than the control group. Generally, the experimental groups outperformed the control groups. The results suggest that podcasts can be used in English classes to develop listening ability among Iranian EFL learners.

scholarly journals The Role of Social Media (YouTube and Snapchat) in Enhancing Saudi EFL Learners' Listening Comprehension Skills

2020 ◽  
pp. 1-54
Author(s):  
Wed Nasser Al Harbi
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Listening Comprehension ◽  
English Language ◽  
Female Students ◽  
Target Language ◽  
Control Group ◽  
Efl Learners ◽  
Comprehension Skills

Despite of the importance of listening in EFL learning and teaching, this skill is not getting as much attention as other skills. Therefore, learners are less motivated to depend on their listening comprehension as a tool to help them in the process of language learning. Social media, especially YouTube and Snapchat, can be effectively used as a pedagogical tool to enhance the listening skills of EFL learners, compared with other traditional audio recording tools. The objective of this research is to investigate the role of social media (YouTube and snapchat) as a method of teaching, in order to enhance EFL Saudi learners' listening comprehension skills. The primary goal of this study is to know whether social media is capable of developing EFL listening comprehension skills, and gaining the deeper understanding of the presented materials. In addition, using these tools makes them familiar with the target language culture and it's native speakers. In order to achieve this objective; the researcher used a mixed method to ensure the research validity: a questionnaire and a post-test.The participants of the study were 50 female students studying in English Language Centre at Taif University. They were randomly selected and they divided into two groups: the experiment group consisted of 20 female students and the control group consisted of 30 female students. The experiment group was instructed using (YouTube and Snapchat) as the control group using traditional audio method. Then there is a post-test is given to both groups to measure their listening comprehension performance. The findings of the study showed that using social media (YouTube and Snapchat) can enhance the listening skill of Saudi EFL leaners. The researcher recommends conducting more studies on other samples from different studies, age levels and from different environments like the schools or training institutes.

scholarly journals The Effect of Computer-Assisted Language Learning on Iranian EFL Students Listening Comprehension

2013 ◽  
Vol 11 ◽  
pp. 57-65 ◽  
Author(s):  
Hussein Meihami ◽  
Bahram Meihami ◽  
Zeinab Varmaghani
Keyword(s):  
Language Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Learners ◽  
Listening Skill ◽  
Advanced Students ◽  
Efl Students ◽  
Age Range ◽  
Experimental Group

Listening has often played second fiddle to its counterpart, speaking (Brown, 2007). Because of the complexity involved in both teaching listening and assessing it, listening skill hasn’t been overlooked in comparison with other skills, speaking, reading, and writing. This problem has been multiplied when somebody looks at listening skill in EFL contexts. This research describes a study exploring the effect of Computer-Assisted Language Learning (CALL) on listening skill of Iranian EFL learners. A total of 74 Iranian Advanced students of English all male and with the age range of 20 to 22 participated in this study. They were divided into one experimental group (N = 37) and one control group (N = 37). While in the experimental group CALL was the dominate instrument in teaching listening skill, in the control group there was no use of CALL material. The findings of this study reveal that CALL materials have significant effect on improving Iranian Advanced EFL learners listening.

scholarly journals Intervention Analysis and Listening Comprehension Strategy Instruction: Insights from Clinical Supervision

2016 ◽  
Vol 6 (1) ◽  
pp. 86
Author(s):  
Amir Rakhshan ◽  
Massood Yazdani Moghaddam ◽  
Gholamreza Abbassian
Keyword(s):  
Language Learning ◽  
Clinical Supervision ◽  
Listening Comprehension ◽  
Strategy Instruction ◽  
Intervention Analysis ◽  
Comprehension Strategy Instruction ◽  
Efl Learners ◽  
Comprehension Strategy ◽  
Self Confidence ◽  
Cohesive Devices

<p>The present study sought to investigate the effects of adapting the intervention provision framework put forward by John Heron, entitled Six-Category Intervention Analysis, into strategy instruction on listening comprehension performance of EFL learners. This model of intervention provision, having its genesis in clinical supervision, can regulate the verbal behavior and actual sentences used by teachers to intervene in language learning contexts. 175 Iranian intermediate level EFL learners participated in the study. The learners were divided into five 35-member groups including control; written mediation in which no oral intervention was provided; authoritative intervention in which the teacher suggested what had to be done, provided information, or confronted the students; facilitative, in which the teacher drew out ideas, solutions, or self-confidence; and synergetic authoritative-facilitative interventions. These groups received listening comprehension strategy instruction on three strategies of “guessing the meanings of unfamiliar words from the context”, “listening for gist”, and, “understanding cohesive devices”. Preliminary English Test was employed to assess the performance of language learners on their listening comprehension. Results indicated that the application of Six-Category Intervention Analysis while providing strategy instruction induced significant changes in the performance of the groups. In general, facilitative intervention and synergetic authoritative-facilitative intervention groups outperformed the control, written mediation, and authoritative intervention groups.</p>

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