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

Mai Van Can

doi:10.47191/ijsshr/v4-i3-17

Abstract

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.

Highlights

IntroductionIt is estimated that adults spend communicating involves listening time of 45%, a percentage that dominates time spent engaged in the other three skills: writing 9%; reading 16%; and speaking 30% (Feyten, 1991; Nunan, 1998; Flowerdew & Miller, 2005 cited in Siegel, 2015)
A Shapiro-Wilk test was conducted to determine whether the differences in Post-test EG2 and Post-test CG2 could have been produced by a normal distribution (Razali & Wah, 2011)
This result suggests the differences in Post-test EG2 and Post-test CG2 are unlikely to have been produced by a normal distribution, indicating the normality assumption is violated

Summary

Introduction

It is estimated that adults spend communicating involves listening time of 45%, a percentage that dominates time spent engaged in the other three skills: writing 9%; reading 16%; and speaking 30% (Feyten, 1991; Nunan, 1998; Flowerdew & Miller, 2005 cited in Siegel, 2015). Learners of English as a foreign language often complain that listening is the most challenging skill regardless of how much effort had been made. The old-fashioned way of teaching and learning listening comprehension makes it even frustrated by both teachers and learners. Literature shows little evidence that teachers instruct students in listening strategies in order to help them master listening in the language classroom. Listening has not been viewed as a skill, “but as an activity to be used in the foreign language instruction” Listening has not been viewed as a skill, “but as an activity to be used in the foreign language instruction” (Feyten, 1991, p. 175)

Objectives

Methods

Results

Conclusion