خلاصة:
The purpose of this study was to explore the effect of
applying task-based activities on students’ listening comprehension improvement.
It also aimed at providing evidence to show how shifting
from a traditional language teaching approach into the TBLT approach
can positively affect the process of learning listening skill. To do this,
80 participants were selected from three English language institutes in
Shiraz. Participants of the study were chosen by assigning a placement
test and they were divided into two groups. In the experimental group,
the participants were taught listening skills based on the tenets of taskbased
teaching while the participants in the control group were taught
listening skills traditionally. This process continued for 20 sessions. A
pre-test and post-test were administered. One-way ANOVA, correlation
and t-test analyses were used to determine whether differences between
the sample means were statistically significant or not. It was found that
the students of the experimental group, who experienced task-based
principles of teaching listening, performed remarkably better than those
The purpose of this study was to explore the effect of
applying task-based activities on students’ listening comprehension improvement.
It also aimed at providing evidence to show how shifting
from a traditional language teaching approach into the TBLT approach
can positively affect the process of learning listening skill. To do this,
80 participants were selected from three English language institutes in
Shiraz. Participants of the study were chosen by assigning a placement
test and they were divided into two groups. In the experimental group,
the participants were taught listening skills based on the tenets of taskbased
teaching while the participants in the control group were taught
listening skills traditionally. This process continued for 20 sessions. A
pre-test and post-test were administered. One-way ANOVA, correlation
and t-test analyses were used to determine whether differences between
the sample means were statistically significant or not. It was found that
the students of the experimental group, who experienced task-based
principles of teaching listening, performed remarkably better than those