Probing into the Effect of Strategy-based Instruction on Turkish EFL Learners’ Listening Comprehension, Self-efficacy; Proficiency Levels in Focus

The current study examined the effect of Strategy-based Instruction (SBI) on Turkish EFL learners’ listening comprehension, self-efficacy across proficiency levels. To this end, ۶۰ out of ۹۳ Turkish EFL students were selected from Ted University in Ankara, Turkey. Based on a placement test they were then divided into high and low level learners. In order to gather the data, Nelson Proficiency Test, listening comprehension test, and the self-efficacy questionnaire were utilized. The participants were randomly assigned into two experimental control groups. Prior to the treatment, they were given the listening test and the self-efficacy questionnaire as the pretests. Immediately after taking the pretests, SBI was started for experimental groups. It took eight weeks of class sessions. The data were analyzed via independent samples t-test, and two-way MANOVA. The findings revealed that SBI had a significantly positive effect on Turkish EFL learners’ listening comprehension, and self-efficacy. In addition, the outcomes showed that there was no significant difference between Turkish EFL learners’ proficiency levels (i.e. high and low) concerning the effect of SBI on listening comprehension (p>.۰۵). However, there was a significant difference between Turkish EFL learners’ proficiency levels (i.e. high and low) concerning the effect of SBI on the self-efficacy (p<.۰۵, effect size=۶.۷۲). Finally, the pedagogical and theoretical implications are presented.

کلیدواژه ها:

Listening Comprehension ، Self-efficacy ، Strategy-based Instruction ، Turkish EFL Learners