Abstract:
Abstract The present study was carried out to investigate the effects of listening strategy instruction on students’ listening achievement and strategy use. The participants of the study were 50 English major freshman students of Dilla University. These Students were placed in experimental and control conditions for the purpose of comparing the mean difference between the two groups. The control group was taught listening skills by the conventional approach while experimental group was given explicit listening strategy instruction. The study followed pretest-posttest control group experimental design. The main instruments used to collect data were IELTS listening tests and Strategy Inventory for Language Learners (SILL) which was adapted to listening skills strategy inventory. The study employed statistical techniques to analyze the data obtained from listening tests and Listening Strategy Inventory for Listening. To this effect, independent-samples t test and repeated measures t test were used to examine whether the listening tests/inventory mean differences between and within groups were statistically significant. The findings revealed that listening strategy instruction was more effective and had a positive impact on students’ academic achievement in listening than the conventional approach. Moreover, it was found that the instruction improved the participants’ strategy use.
Machine summary:
The aim of the quantitative data was to test the hypotheses and to identify numerical mean differences in achievement and strategy use between the control and experimental groups.
The purpose of the posttest was to determine whether listening strategy instruction brought about statistically significant mean difference in students’ performance in experimental group and how significant it was.
This was also done to see whether the listening strategy instruction helped students in the experimental group to bring about statistically significant mean difference in listening strategy use.
The first specific objective of the research was to determine whether listening strategy training could bring about statistically significant achievement mean difference on students listening performance.
According to this result, there was no statistically significant mean difference between the pretest mean scores of the students in the control and experimental groups at 0.
This indicates that the experimental group made a significant improvement over the control group in strategy use as a result of the listening strategy training or intervention.
According to this result, there was no statistically significant mean difference between the posttest inventory mean scores of the students in the experimental and control groups for the compensation category at 0.
According to this result, there was a statistically significant mean difference between the pretest and posttest mean scores of the students in the experimental group for cognitive, memory, meta-cognitive and affective strategies.
The findings of the current study indicated that there was a statistically significant mean difference in the experimental group subjects’ use of listening strategies.