The Effect of Task-Based Embedded Instruction on Listening Comprehension and Metacognitive Strategy Awareness in Listening of Iranian EFL Learners
- سال انتشار: 1404
- محل انتشار: دوفصلنامه کاربردهای مطالعات زبانی، دوره: 3، شماره: 1
- کد COI اختصاصی: JR_JALST-3-1_012
- زبان مقاله: انگلیسی
- تعداد مشاهده: 89
نویسندگان
Master of ELT, Department of English, Hamadan Branch, Islamic Azad University, Hamadan, Iran
Master of ELT, Department of English, Hamadan Branch, Islamic Azad University, Hamadan, Iran
چکیده
This study sought to empirically investigate the effects of task-based instruction on the listening comprehension and metacognitive strategy awareness of intermediate English as a Foreign Language (EFL) students in Iran. A sample of ۶۰ male EFL learners was selected based on their performance on a proficiency test. Following a pre-test assessing their listening skills and the completion of a metacognitive awareness questionnaire, participants were assigned to either an experimental group, which received task-based instruction, or a control group that underwent traditional listening instruction. The experimental group was engaged in task-based teaching through three designated tasks: Input-driven tasks, Pedagogical-driven tasks, and Performance-based tasks, whereas the control group experienced conventional instruction methods. After the instructional intervention, all participants undertook a listening post-test alongside a metacognitive awareness questionnaire. A thorough analysis of the data, conducted using independent sample t-tests, indicated a significant positive effect of task-based instructional methods on both the listening comprehension and metacognitive strategy awareness of intermediate EFL learners in Iran.کلیدواژه ها
listening comprehension, metacognitive strategy awareness, task-based teachingاطلاعات بیشتر در مورد COI
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