The effectiveness of using an explicit language learning strategy-based instruction in developing secondary school students' EFL listening comprehension skills

Abstract EN

The present study aimed at exploring the effectiveness of using explicit language learning strategy-based instruction in developing secondary school students' EFL listening comprehension skills.

It was hypothesized that using explicit strategy-based instruction would develop students' EFL listening comprehension skill and its sub-skills.

The sub-skills were identified according to students' text-book, teacher's guide, and Ministry of Education Directives for secondary school teachers (2010-2011).

An EFL listening comprehension test was used for measuring students' development in listening comprehension.

The subjects of the study were randomly drawn from two classes at El-Shimaa Secondary School for girls, Benha, Qaiyoubiya Govemorate.

Egypt.

The experiment lasted for five weeks at a rate of three sessions a week (90 minutes each).

The strategy instruction used in the present study was the Cognitive Academic Language Learning Approach or CALLA.

The sessions included listening comprehension activities followed the five phases of the CALLA approach.

Findings of the study were statistically dealt with the Statistical Package for the Social Science software (SPSS) version 17.

T-value, means, standard deviation, and degree of freedom were calculated.

It was found out that the experimental group achieved more gains in their EFL listening comprehension skill and each sub- skill due to using the explicit language learning strategy instruction.