EXPLICIT STRATEGIES-BASED LISTENING INSTRUCTION

Abstract

Author(s): Mehmet Emin USLU

The aim of this study is to find out the effects of strategies-based listening instruction integrated into the lesson material and taught separately on the students’ strategy use and their listening comprehension level. This study was designed as an experimental research and pretest / post-test control group experimental design was used as the pattern. Learners’ strategy use and comprehension level are the dependent variables and Strategies-Based Listening Instruction (SBI) -integrated to the listening material and taught separately- is the independent variable. The intervention study includes randomly allocated two experimental groups and two control groups, pretest of the groups to ensure parity, treatment, posttest of the groups and delayed test of the groups to see whether the effects on the dependent variable is maintained or not. One-hundred eleven intermediate students who enrolled in English class at State College in Turkey took part in this study. Twenty-seven students from this group comprised experimental group one (strategy instruction was integrated into the curriculum for this group) and thirty students comprised experimental group two (strategy instruction was taught separately for this group) and fifty-four students served as the control group. Results revealed that strategies-based listening instruction increased the students’ strategy use and led to a statistically important improvement in their comprehension level. Also, there isn’t any statistical difference between two ways of explicit strategy instruction in terms of strategy use and comprehension level. Lastly, findings suggested that impact of strategies-based listening instruction on the strategy use and comprehension level was maintained

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