The Effect of Strategy-Based Instruction on EFL Learners' Listening Performance

Abstract

The main intent of the present study was to find out the effect of strategy-based instruction (SBI) on developing L2 English learners' listening performance. Based on the homogeneity tests, out of 110 students only 62 were chosen as the participants of this study and assigned into the experimental and control groups. The students' age ranged from 16 to 22. The experimental group received three cognitive strategies (i.e., contextualization, inference and focus on some structural parts) and four metacognitive strategies (i.e., manipulating advanced organizer, selective listening, auditory memory management, and performance evaluation) as their strategy-based treatment. The control group, on the other hand, was taught based on the traditional listening comprehension activities. The results of data analysis revealed that the experimental group outperformed the control group in terms of their listening comprehension skills. Implications for developing listening materials and research methods are discussed.