A Listening Strategy Instruction and Iranian EFL Learners’ Micro and Macro Listening Comprehension

Soran Rahimpour, Maryam RahimpourKhairabad, Aween Shakhsehpour, Mahboubeh HeidariKhozani

Abstract


This study was an attempt to investigate the effect of strategy instruction on micro and macro listening comprehension among Iranian Intermediate EFL Learners. The researcher chose 60 male and female EFL learners whose homogeneity was determined through administering an Oxford Placement Test (OPT) at the beginning of the study. The participants were divided into two groups: the experimental group which was taught by strategy instruction, and the control group, which was taught without strategy instruction. The instrument utilized in this study was a listening test, the test was used as both the pretest and posttest. A number of independent samples t tests were conducted to determine whether there was a significant difference in developing the macro and micro listening of EFL learners in the two groups and to find the possible significant difference in listening comprehension development of EFL learners regarding macro and micro skills through strategy instruction. The results revealed that strategy instruction significantly enhanced EFL learners’ macro and micro listening. Based upon the findings of the study, it can be concluded that strategy can be a tool for EFL learners to develop their listening and their aural production. The outcome of this study can be used by curriculum developers and English language teachers to consider the importance of strategy instruction.

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