Abstract
This study tries to investigate the impact(s) of genre-based teaching (GBT) on Iranian EFL learners� listening proficiency as well as to discover if GBT equally affects the listening proficiency of EFL learners at different proficiency levels. To fulfill this objective, 84 EFL learners were chosen. They were divided into Group A and Group B. Groups A and B consisted of 40 and 44 participants, respectively. Group A was divided into experimental and control groups and performed two listening proficiency tests for pre and posttest. Findings of one-way ANCOVA revealed that experimental group performed better than the control group due to using GBI. As indicated by the proficiency test, Group B was also divided into proficient and less-proficient groups; each one performed two listening tests for pre and posttest. Consequences of one-way ANCOVA showed both groups enhanced from pretest to posttest, however; the proficient group performed outstandingly better than the less-proficient group. The results of this study generally demonstrated that GBT is a pivotal and fundamental factor for improving listening comprehension.
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