Effects of Task-based Academic Listening on High School EFL Students' Listening Comprehension: Does Experiential Learning Style Matter?

Abstract

Task-based language teaching (TBLT) has been considered as an effective language teaching methodology. However, its applicability for lower-proficiency learners in EFL contexts has not been adequately justified. Moreover, the possible mediating effect of the experiential learning styles on academic listening TBLT has not been targeted in the literature, a gap that this study attempts to fill. To this end, male pre-intermediate Iranian EFL learners (N=88) in four experiential learning styles (n=22), selected purposefully through the experiential learning style questionnaire, took part in the study. The study utilized a time series design and all participants received the TBLT. To get some insights regarding the learners' attitudes toward the TBLT, the researchers implemented a perception questionnaire at the end of the treatment. The results of a mixed-method ANOVA for within-group difference revealed that the task-based instruction significantly affected pre-intermediate EFL learners’ performance on academic listening tests. A between-group comparison of four experiential learning styles also confirmed that the learners with different learning styles performed similarly on the tests. It was also found that learners had positive attitudes toward such instruction. The results have clear implications for foreign language teaching, teacher training and curriculum design with regard to the selection of appropriate methodology for teaching academic listening.