No abstract

The present study aimed at exploring the effects of active learning instruction of listening on the listening self-efficacy beliefs of the intermediate Iranian EFL learners; furthermore, it investigated the difference between male and female learners who had experienced active learning instruction in terms of listening self-efficacy beliefs. To homogenize the subjects, a placement test was administered. As a result, the number of participants reduced to 52 EFL learners who were distributed into control and experimental groups. At the first session, the listening self-efficacy questionnaire (Rahimi and Abedini, 2009) was applied as the pre-test. For experimental groups, active learning instruction was employed as the treatment by the use of peer teaching and four types of tasks (jigsaw task, gap filling task, graphic organizer task, and information transfer task). In the last session, the same listening self-efficacy questionnaire was applied as the post-test. The results of statistical analyses revealed that active learning instruction of listening comprehension had a significant effect on the learners' listening self-efficacy. Moreover, it was indicated that there was no significant difference in terms of listening self-efficacy between males and females of the experimental groups. The results can be useful for teacher trainers in providing some in service courses for EFL teachers to make them aware of the student-centered instruction including active learning

Suggested Citation Farrokh, P. (2017). The effect of reactive versus intensive performance on Iranian intermediate EFL learnersʼ listening comprehension ability. Abstract This study was an investigation to find out the effect of reactive versus intensive performance on Iranian intermediate EFL learner listening comprehension ability. It was an attempt to determine whether Iranian intermediate EFL learner are familiar with intensive and reactive performance or not. Moreover, does reactive versus intensive performance have any effect on Iranian intermediate EFL learnersʼ listening comprehension skill. To do this, two groups (experimental1 and experimental2, 30 participants for each one) of Iranian EFL learners in intermediate level from Kish Language Institute in Tehran, Iran were selected. The participant took a standard OPT test to demonstrate their English proficiency. A listening audio text for pretest and posttest from the book" Four Corners" was administered. The required data for this study gathered after five sessions of teaching listening in both experimental groups. In other words, in the first experiment, we used intensive performance and in the second one, we used reactive performance. Finally, the data were analysed using an Independent Sample T-test and paired sample T-test. The results showed that the listening has been improved as a result of using intensive performance.