حسين غانم عبد الشمري

The present study examined the effect of process-based listening strategy instruction on decreasing the learners’ listening anxiety level, and the relationship between listening anxiety (LA) and listening comprehension (LC). The participants consisted of sixty sophomore Iraqi learners who were studying English as a Foreign Language (EFL) at the Department of English at the University of Kufa, Iraq. They were divided into experimental (n=30) and control(n=30) groups. The experimental group received explicit, and integrated listening strategies instruction based on Siegel’s model of process-based listening strategy instruction (2015). The control group received the conventional teaching of listening without receiving any training in strategy process-based instruction over a semester (ten weeks). A modified version of the Foreign Language listening Anxiety Scale (FLLAS) developed by Elkhafaifi (2005) was taken by the participants once before and once after the intervention to measure their LA. The listening section of the Preliminary English Test (PET) used to measure the learners’ LC before and after the intervention. Findings showed that listening strategy instruction could decrease learners’ LA. Furthermore, a negative relationship found between LA and LC. The paper concluded with some useful pedagogical implications, and suggestions for further research are discussed based on the findings for researchers, teachers, and educators within the constraints of the Iraqi context.

Abstract: This study examined the impact of process-based listening strategy instruction on Iraqi EFL learners' listening comprehension and their metacognitive awareness of listening strategies. The study also investigated the differences in all of the five factors of the Metacognitive Awareness of Listening Questionnaire (MALQ) offered by Vandergrift et al. (2006). The study was a quasi-experimental with a pretest-posttest design using intact classes. The participants were 60 sophomore EFL learners in Iraq came from two intact classes. One intact class was assigned as the intervention (n=30) and the other as the control group (n=30). The intervention group received a process-based listening strategy instruction based on Siegel's (2015) model. The control group received the conventional teaching of listening without any strategy training. Both groups completed the listening section of the Preliminary English Test (PET) and the (MALQ) at the beginning and the end of the study. Results indicated that listening strategy instruction had generally a positive impact on learners' listening comprehension and metacognitive awareness of strategy use. More specifically, the intervention group outperformed the control group on the listening proficiency post-test and the MALQ. The examination of the MALQ factors showed significant increases in problem-solving, mental translation, and planning-evaluation strategies but decreases in directed attention and person knowledge for the intervention group. The findings suggest a positive effect of explicit instruction of listening strategies on listening comprehension.

تحت الاشراف المباشر، قام التدريسي بالاشراف على مجموعة من البحوث المهمة و التي تصب في عملية التدريس للمدارس المتوسطه و الاعدادية و تخص مواضيع متنوعة و انجازها.