The Comparative Effect of Integrated Read-To-Listen Technique and Concept Mapping on Iranian EFL Learners' Listening Comprehension

This quasi-experimental study investigated the comparative effectiveness of integrated read-to-listen technique and concept mapping on listening comprehension among ۷۸ Iranian intermediate EFL learners (aged ۱۶-۲۲) from a private language institute in Qazvin, Iran. Drawing on Cognitive Load Theory and Input Processing Theory, participants were assigned to Integrated Read-to-Listen (n=۲۶), Concept Mapping (n=۲۶), and Control (n=۲۶) groups. Over ten ۴۵-minute sessions, experimental groups received strategy-based instruction, while the control group received conventional listening instruction. Data were collected through pretests, posttests, and delayed posttests (۴ weeks later) using the PET listening section. Paired-samples and independent-samples t-tests with Bonferroni correction revealed that both experimental groups significantly outperformed the control group (p < .۰۰۱, Cohen's d = ۱.۱۲-۱.۸۵), with the Integrated Read-to-Listen group demonstrating superior performance (p = .۰۰۲, d = ۰.۶۵). Maintenance of gains on the delayed posttest suggests durable learning. These findings contribute to listening pedagogy research and have implications for EFL materials development and teacher training in contexts with limited authentic input. The findings suggest that providing learners with pre-listening reading support can reduce cognitive load and enhance listening comprehension more effectively than metacognitive strategy instruction alone. These results have implications for curriculum design in EFL contexts where learners have limited exposure to authentic spoken English.

کلیدواژه ها:

Cognitive Load Theory ، Concept Mapping ، Input Processing Theory ، Integrated Read-to-Listen ، listening comprehension