جستجوی مقالات مرتبط با کلیدواژه "listening skill" در نشریات گروه "ادبیات و زبان ها"

This experimental study investigated the impact of reciprocal-scaffolding teaching procedures on two aspects of learners' quality: their self-efficacy and speaking and listening skills. The study also analyzed the EFL learners’ attitudes on the use of reciprocal-scaffolding strategies via LMS. Moreover, it highlighted the possible difference between the effect of reciprocal-scaffolding strategies on EFL learners' oral skills and their self-efficacy. To this end, 48 pre-intermediate Iranian EFL learners were selected as the participants. A concurrent embedded mixed-methods design was employed to collect qualitative and quantitative data through the pre and posttest PET-test and an interview at the end of term. The results of independent samples t-tests and paired t-tests indicated that students who received treatment in form of integration of scaffolding and reciprocal strategies received both statically and practically significantly higher marks on speaking and listening skills, and self–efficacy than did the students in the control group. There was also a significant relationship between self-efficacy and success in speaking and listening performance. It can be inferred that reciprocal-scaffolding strategies have a significant positive impact on the improvement of oral skills. Finally, the results of the interview revealed the positive and negative attitudes of students towards the use of the strategies in LMS context.

Language learning platforms or channels have always been a challenge and source of inspiration for the respective SLA researchers. The two widely used channels are learning exercises and tasks, which have received much research but which is more effective in developing language skills (listening here), is still controversial. Additionally, learners' features, including their learning styles, might be either an effective or an affected factor in applying either channel. To shed light on both problems, this experimental research employing 55 conveniently sampled Iranian intermediate EFL learners categorized into experimental and control groups was conducted. The experimental groups exposed to both pre-and post-tests received task- and exercise-based listening instructions separately for ten sessions. Their perceptual learning styles were also measured after the interventions. The respective parametric statistical analysis (i.e., independent-samples t-test) showed that both groups performed roughly equally in the post-test, and there was statistically no significant difference between intervention types. ANCOVA was run concerning each sub-style to address the status of the learning styles. Similarly, the relationship between listening ability and method type showed no statistically significant differences, regardless of whether the effectiveness of either treatment was natural. Both listening activities worked efficiently to enhance learners' listening comprehension abilities. Statistically speaking, the results confirmed the non-significantly differentiating effects of both independent variables on developing listening skills and modifying learning styles. The findings are more challenging rather than concluding, which, while bearing specific pedagogical insights, motivates further research.

These days, technology is an inseparable part of our lives. There is still comparatively little research into effective podcast or vodcast design and students’ perceptions and attitudes towards this method. In the present study, the purpose is to clarify the impact of podcasts and vodcasts on motivated learners’ improvement in listening skills. The researchers used purposive sampling, and learners were divided into control and experimental groups. To this end, a validated version of a questionnaire that shows the degree of interest in improving listening skills was used to select a good number of motivated learners. Among the selected learners, 250 intermediate and advanced learners aged 18-35 who were studying English as a foreign language in Ayandegera Institute in 2020 were asked to fill out two questionnaires. Among 60 podcast files and 50 vodcast files, 10 podcasts and 10 vodcasts were chosen according to content validity ratio (CVR) and content validity index (CVI) (0.42, 0.79) formula. The design of the study was experimental. In the current study, descriptive statistics and ANCOVA tests were applied in the analysis of the quantitative data. It was implied that there was a significant difference between the pre-test and post-test scores of the experimental group in both podcast and vodcast groups, whereas there was little significant difference between the pre-test and post-test scores of the control group. Also, the findings showed that there was no significant difference between listening to podcasts and watching vodcasts.

The present study was an attempt to investigate the effect of using digital audio files (e.g. podcasts) on EFL learners’ listening comprehension and then explored Iranian EFL learners’ attitudes toward the use of digital audio files in listening comprehension. To this end, 30 female language learners were selected among 60 learners who studied at Respina Talk center in Tehran through a homogeneity test. Then, the participants were randomly divided into two groups of experimental and control. After administrating the homogeneity test, all the participants were pre-tested to assess their listening comprehension at the beginning of the course, and then the treatment was practiced on the experimental group. The experimental group received the treatment on listening comprehension through using audio files (podcasts) while the control group was taught using traditional methods of teaching listening. The materials and time allocated to both groups were similar. After ten sessions of treatment, the groups were given a post-test. Finally, 24 items of survey questionnaire were administered to experimental group to gather students' perception toward the use of audio files in teaching listening. Independent and Paired Samples t-test showed that digital audio files had a significant impact on the listening comprehension of EFL learners, and that the learners who were exposed to such a treatment held significantly positive attitudes towards the use of the audio files. The results can have implications for EFL teachers to motivate learners to improve their listening ability by going for the audio files.