NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1093713
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0957-1736
Learning to Listen: Does Intervention Make a Difference?
Lotfi, Ghazal; Maftoon, Parviz; Birjandi, Parviz
Language Learning Journal, v44 n1 p107-123 2016
This study explored the impact of listening strategy training conducted within two strategy interventions on pre-intermediate and intermediate EFL learners' comprehension of unidirectional listening. Participants were divided into two experimental groups (n = 156) and a comparison group (n = 50). Each experimental group was trained in eight listening strategies within one of the strategy interventions. Learners' perceptions regarding the efficacy of strategy interventions in enhancing their listening performance were also sought through semi-structured interviews. The comparison group listened to the same listening texts as the experimental groups without receiving strategy training. Results showed that both experimental groups outperformed the comparison group on a listening achievement test. Further, the intermediate learners in the experimental groups outperformed the pre-intermediate ones. No statistically significant difference was, however, found between the listening performances of learners in the experimental groups. Learners expressed a positive view of the efficacy of strategy interventions.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Grant or Contract Numbers: N/A