The Impact of Listening Strategy Instruction on the Improvement of Iranian Intermediate EFL Learners’ Comprehension of News Videotexts

The present study was an attempt to investigate the impact of listening strategy instruction on the improvement of Iranian intermediate EFL learners' comprehension of news videotexts. After administering modified language proficiency test (Preliminary English Test), 63 homogenous participants were randomly assigned to an experimental and a control group. The comparison of the groups on the listening pretest confirmed the homogeneity of the subjects before the instruction. During 10 instructional sessions, the experimental group received direct listening strategy instruction incorporating presentation (i.e., explicit teaching and modeling of the selected strategies), practice, and review of the taught strategies using a 3-4-minute pre-recorded CNN news videotext while the control group did not receive any explicit strategy instruction. After the treatment, both groups took part in the listening posttest. The results indicated that direct strategy instruction was effective enough to improve listening comprehension ability of the participants of the experimental group. The findings of the study could be employing in teaching listening to the EFL learners.