Effects of Strategy-Based Instruction on Listening Proficiency, Strategy Use and Some Affective States of EFL Learners at Samara University
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2019-05
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Addis Ababa University
Abstract
The object of this thesis was to investigate the effects of a strategy-based listening instruction (SBI) model on the listening proficiency, strategies usage, motivation, anxiety and beliefs of the EFL learners at Samara University. A pre-post quasi-experimental research design was adopted with 39 first-year undergraduate Biology major students in the experimental group (EG) and 40 in the control group (CG). Learners in the EG were taught a combination of listening skills and listening strategies through the SBI model for 12 weeks starting from the first of October to the end of February. Learners in the CG were taught only listening skills through the traditional teaching method.
The study used a combination of quantitative and qualitative approach, while prioritizing the former. The quantitative data were collected by using three instruments: a listening proficiency test, a listening strategy use questionnaire and an affective side of listening comprehension questionnaire. Whereas, the qualitative data were collected by using group discussion, learner diary and open ended questions. While the qualitative data were analyzed verbatim, All the pre-post quantitative data were analyzed with descriptive and inferential (parametric t-tests) statistics. Effect sizes were calculated to see the relative magnitudes of the treatment conditions implemented in the two classes.
In order to answer the first, second and third research questions, all the pre/post data were analyzed with descriptive and inferential (parametric t-tests) statistics. The results showed significant positive changes in the learners‟ listening abilities, strategies, motivation and anxiety after treatment. However, there was no significant difference in the two groups‟ post mean scores on the memory strategy category and the belief scales.
The results obtained from the qualitative data showed positive changes in listening abilities, strategies use, motivation, anxiety and beliefs of learners in the EG. Comments made by many learners in the group discussion, in the diary entries and in the open ended questions indicated that they enjoyed learning listening skill through the SBI model since it helped them aware and use of various listening strategies necessary for developing their listening abilities and decreasing their anxiety levels. Based on the findings, pedagogical implications for EFL learners, teachers/instructors, curriculum planners and ELT text writers are made. Directions for future research are also provided.
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EAffective States of EFL Learners