Abstract:
The present research was conducted to examine the effect of different input modality
interaction in L2 on listening fatigue. Eighty-six intermediate Iranian EFL learners
selected through random sampling, after administering a paper-based TOEFL among
an initial sample of 120 BA learners majoring in English language translation, took
part in the study and were randomly assigned into three experimental groups. Three
types of input modality treatments were given in the first phase. Group one received
audio treatment (A), group two received video treatment (V) and group three was
taught listening through audio-video-caption (AVC) treatment. A TOEFL listening
test and a researcher-made validated listening fatigue questionnaire were utilized as
pretest and posttest. Afterwards, during the qualitative phase, oral interviews were
employed to elect 30 % of the participant‟s‟ attitudes about the effect of the received
treatment on their listening fatigue. Using Two-way ANCOVA revealed that input
modality had a very strong significant effect on listening fatigue reduction. Audio
group had the best performance and AVC group had the least significant
performance. These findings were also supported by a small qualitative phase and
learners gave their positive support and attitude to audio input modality as the best.
These findings have some pedagogical implications for teaching and learning an L2,
the most important of which is finding the best match between input modality
intervention and its sensory mode match to assist EFL learners both enhance their
L2 listening comprehension and at the same time reduce their debilitative listening
fatigue
Machine summary:
Validating a Qualitatively-Developed Model of Classroom Management Strategies in Iranian Context Seyed Fouad Khatib1*, Mohammad Sadegh Bagheri2, Firooz Sadighi3, Ehsan Rassaei4 1*Ph. D, Department of English Language, Islamic Azad University, Shiraz Branch, Shiraz, Iran, fouadkhatib96@gmail.
Classroom management entails a wide range of teachers' efforts to supervise students' learning activities, social interactions, and behaviors (Good & Brophy, 2003; Wolfgang & Glickman, 1985).
Furthermore, classroom management is especially crucial since it is a central aspect to a teacher’s practice, and can have implications on student learning, engagement, and academic success, in addition to reduced teacher stress and burnout (Emmer & Gerwels, 2006; Evertson & Weinstein, 2006; Tartwijk, 2009).
Among the studies carried out in the domain of English language teaching, Khatib and Bagheri (2018) did a qualitative inquiry in the form of grounded theory model of classroom management for Iranian EFL learners.
Highly successful teachers manage their classrooms effectively (Sridhar & Javan, 2011); negotiating control with their students (Hami, Czerniak, & Lumpe, 1996), and often giving them autonomy (Ross & Gray, 2006).
Learning about classroom management is a noticeable concern of the majority of EFL teacher education programs and a common learning expectation among teachers (LePage, Darling-Hammond, Akar, Gutierrez, Jenkins-Gunn, & Rosebrock, 2005).
Literature is limited to studies done on teachers' efficacy of classroom management in the area of education in general (Cheung, 2008; Daugherty, 2005; Dibapile, 2012; Hoy & Woolfolk, 1993; Martin, 1995; Tschannen-Moran & Woolfolk Hoy, 2001) and language pedagogy in particular (Taya, 2007; Moafian, & Ghnizadeh, 2009; Goker, 2006; Liaw, 2009; Rahimi & Asadollahi, 2012; Rahimi & Hosseini, 2012).