چکیده:
This present study investigated the effectiveness of two specific test-types of recognition and comprehension of EFL learners at junior high school. The method of the study was quasi-experimental with pre and post-test. 90 female students were selected at the National Iranian Drilling Company (NIDC) Junior High- School in Ahvaz participated in this study. They were randomly divided into three equal groups. After conducting a pre-test of listening, the first experimental group received listening tasks of recognition exercises and the second experimental group received listening comprehension exercises in the treatment period. The control group worked on the regular exercises of the listening textbook. Results showed that there was a significant difference between pretest and posttest in the recognition test-type group. However, results revealed no significant difference between the comprehension test-type group and the control group. Recognition test-type enhances the listening comprehension skill of learners and maybe a suitable alternative for traditional methods of teaching listening comprehension. Implications of the study suggest that recognition test-types an exercise may boost learners' recall of listening cues. The novelty of this study might be the use of the backwash effect (Weir, 2005) of testing on teaching listening comprehension among EFL Iranian learners at junior high school.
خلاصه ماشینی:
com Received: 2020-09-24 Accepted: 2020-10-26 *Corresponding Author Abstract This present study investigated the effectiveness of two specific test-types of recognition and comprehension of EFL learners at junior high school.
The novelty of this study might be the use of the backwash effect (Weir, 2005) of testing on teaching listening comprehension among EFL Iranian learners at junior high school.
The importance of the present study is to use backwash effect (Weir, 2005) of language testing to see whether item-types of recognition or comprehension affect the learners' listening comprehension.
This study aims to compare recognition and comprehension test-items in teaching listening comprehension of Iranian EFL learners at junior high schools.
The present study is designed to investigate the following questions: RQ1: Do recognition test-types affect listening comprehension of Iranian EFL learners at junior high school?
In order to bridge this gap and present a new, practical and valid method, the present study was an attempt to compare recognition and comprehension test-items in teaching listening comprehension of Iranian EFL learners' at junior high schools.
Design of the Study A quasi-experimental pretest, posttest research design was used for this study to determine if recognition and comprehension test items of listening comprehension ability influence Iranian EFL learners at Junior High School.
The results obtained from data analyses of both research questions are discussed as follows: The first question asks whether recognition test-items have a significant effect on teaching listening comprehension of Iranian EFL learners at junior high school.
The second research question asks whether comprehension test-items have a significant effect on teaching listening comprehension of learners at junior high school.