The impact of listening strategy instruction on Iraqi EFL learners’ listening performance and strategy use

Abstract EN

The present study aimed at examining the impact of process-based listening strategy instruction (LSI) on the listening performance and metacognitive awareness of listening strategies used by Iraqi learners learning English as a Foreign Language (EFL).

The participants consisted of sixty sophomore learners at the Department of English, College of Education, University of Kufa, Iraq.

The participants were divided into two groups: interventional (n=30) and control group (n=30).

The interventional group had received a process-based listening strategy instruction with explicit teaching of listening strategies while the control group received the conventional teaching of listening but without any instruction on strategies.

Both groups had taken the listening section of the Preliminary English Test (PET) and the Metacognitive Awareness of Listening Questionnaire developed by Vandergrift et al., (2006) at the beginning and the end of the study.

Results showed that the interventional group had outperformed the control group on the listening proficiency post-test.

The interventional group had also showed a great awareness of listening strategies better than the control group.

The study had showed the ability to integrate explicitly strategies within the lesson plan of EFL listening classroom.