1. Enhancing Foreign Language Learning
through Listening Strategies Delivered
in L1: An Experimental Study
Presenter : Rickie
Instructor: Dr. Teresa,
Hsu
Date : March
22,2013 1

2. Content
Ⅰ. Introduction
Ⅱ. Literature Review
Ⅲ. Methodology
Ⅳ. Result &
Conclusion
Ⅴ. Limitation 2

3. Citation
Bozorgian,H.&Pillay, H,.(2013).Enhancing Foreign
Language Learning through Listening Strategies.
International Journal of Instruction,6(1), 106-122.
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4. Ⅰ. Introduction
Listening is a basic skill in language acquisition and is
crucial in English as Second/Foreign Language (ESL/EFL)
learning.
The process with listening strategies and teaching listening
skills on the teachers, has been overlooked through a strong
emphasis on post hoc assessment of the products of
listening.
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5. Purpose
The purpose of this study is researching the
effectiveness of teaching listening strategies in
developing and improving the listening skills of
Iranian EFL students.
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6. Ⅱ. Literature review
Listening strategy instruction
Learning contribution of
L1 to L2 6

7. Vandergrift (1992) states that listeners use different
listening strategies in response to the nature and
demands of the auditory input 7

8. Macaro (2009) proposed a theoretical framework. He
argues that predicting, processing and storing
knowledge are dovetailed with the cognitive theory
used in L1 and L2 language learning through
8
interaction in both short and long term memory.

9. Research question
Does listening strategy instruction in Persian for 14
sessions improve students’ EFL listening
comprehension in an Iranian classroom?
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10. Ⅲ. Methodology
How
Who
Time
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11. Participants
60 female students
Lower intermediate level
English Language Institute in Iran
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12. Pretest
Baseline screen test
25 minutes
Daily conversation
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13. Post-test
Four 27-item listening test
Section
(1) 11 questions => guessing and
making inference
(2) 8 questions => identifying topic
(3) 5 questions => repetition
(4) 2 questions => note-making
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14. A paired sample t-test showed no statistically significant
differences between experimental and control groups.
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15. 15

16. Procedure
Focus on the structure of
listening comprehension to
predict the topic
Control Teacher ask student to
group write down the long phrases
Pair/group in some post-
listening activities
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17. Procedure
Received additional guided
listening strategy instruction
Experi
20-25 minutes
mental
Regular listening
group comprehension
Received 14 sessions along
with the normal conversation
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18. Result
Table 3 : Overall descriptive and t-value
Control Experimental
Mean 18.73 22.96
SD 3.97 3.17
t-value 10.083
N 30
P=.000
The experimental class benefited from the
listening strategy instruction as t(29) = 10.083
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19. Guessing and making inference ( 11 Question)
Control Experimental
Mean 8.16 10.10
SD .83 1.26
t-value 9.032
P=.000
Students receiving guided guessing and making
inferences strategies in Persian performed better in
EFL listening than did the control group. 19

20. Table 5: Paired sample test 8
Repetition ( Questions )
Control Experimental
Mean 7.70 8.13
SD .91 .93
t-value 1.941
P=.062
Table 5 indicated that higher performance of the
experimental class was statistically insignificant .
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21. Identifying topic ( 2 Questions )
Table 6 indicates that the experimental class
achieved better results than did the control class.
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22. Ⅳ. Result & conclusion
This study suggest that L1 listening strategy
instruction such as guessing, making inferences,
identifying topics, repetition and note-taking can
improve students' listening comprehension of
information better in an EFL context than just
adopting the traditional approach.
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23. Ⅴ. Limitation
The limitation is that there is potential researcher
(instructor) bias.
Participants didn’t including males, the result just
stand for females in Iran.
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