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چکیده
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The application of listening strategies as well as intensive listening is viewed by experts in the field as effective vehicles for promoting success in ELT programs. However, instruction in the adoption of effective listening strategies and the proper use of intensive listening activities are not often part of the EFL teaching curricula in Iran. The present study tested the hypothesis that targeted listening strategy instruction and intensive listening practice in the Iranian EFL situation would result in improved listening comprehension. To this end, three groups of EFL learners in a senior secondary school were selected as the participants of the study. Since randomization was not allowed by the school authorities, quasi-experimental design was used. A Key English Test (KET) was administered to all groups as a pretest, the results of which showed there were no significant differences among the three groups at the outset of the study hence ensuring the homogeneity of the population. All the three groups were exposed to a 15-session treatment specific to each group. The results of one-way ANOVA indicated there was a statistically significant difference among the three groups of the study. The results of Tukey post-hoc analysis revealed the first experimental group, who received both strategy instruction and intensive listening practice, significantly outperformed the second group in audio and video listening ability. The second group (who received intensive listening practice only), in turn, significantly outperformed the third group who were merely exposed to explicit listening strategy instruction. The findings suggest that explicit listening strategy instruction and intensive listening be part of the Iranian EFL teaching curricula.
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