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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/679

Title: A Study of Listening Strategy Training and Achievement: The Case of Admass College
Authors: Abay, Mogos
Copyright: 2003
Date Added: 21-Apr-2008
Publisher: Addis Ababa University
Abstract: Considering the difficulties and confusion students experience during lecture delivery, particularly at college level, this study focuses on investigating the relationship between strategy training and students’ listening achievement and comprehension. The study, thus, was conducted to appraise the effect of two kinds of explicit strategy training (separate and integrated) on student’s listening performance. To this effect, 59 students from Admass College were involved in an experimental study. The subjects were assigned in the Separate Instruction (29) and Integrated Instruction (30) groups randomly. In the test-retest design used, the same ‘Achievement Test,’ Comprehension Test, and Questionnaire were administered and re-administered before and after the training to see if any difference and/or improvement (in the scores or reports) attributable to the training is exhibited. Moreover, the pre-training comprehension test was used to designate participants in each group into High and Low Achievers, and to make sure that the two groups have comparable listening ability before the training In an 8 weeks long training, 8 to 14 hours lessons were provided as supplementary to College English II. The Separate Instruction group learners were rendered an explanation and examples on how to use five listening strategies and asked to apply them by themselves; while the Integrated Instruction learners practiced strategies using specific tasks meant to develop each strategy in addition to the general explanations and examples provided to the former group. The null hypothesis states that training of strategies in the Separate or Integrated Instruction has no effect on learner’s listening proficiency and/or achievement. After establishing an alpha level of 0.5, the mean scores of the pre- and post-tests of the two groups were compared using t-test. Moreover, chi-square was used to compare the preand post-trainings reports on the questionnaire, to accept or reject this hypothesis. The findings, generally, suggest that trainees benefited from both training types significantly in the specific objectives (t-value of -6.97 and -468 at t- critical of 2.05 for the Separate and Integrated Instruction groups respectively), but not in their general comprehension ability. In relation to the students’ performance level, Low Achievers in the Integrated Instruction improved significantly in the specific objectives and general listening abilities (t-value of –3.03 and –2.18 at critical value of 2.12 respectively). The High Achievers, on the other hand, improved only on their scores on the specific objectives in both groups, though slightly better score is exhibited by the Separate Instruction than Integrated Instruction High Achievers (i.e. t- value of -5.17. and –3.95 at t-critical of 2.05 and 2.2 respectively). The reports on the questionnaires also strengthened ix these findings. The findings seem to imply that high Achievers could benefit better from Separate Instruction, while Low Achievers from Integrated Instruction.
Description: A Thesis Presented to the School of Graduates Studies, Addis Ababa University In Partial Fulfillment of the Requirements for the Degree of Master of Arts in Teaching English as a Foreign Language
URI: http://hdl.handle.net/123456789/679
Appears in:Thesis - Teaching English as a Foreign Language

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