Developing Listening Skills through Input, Interaction and Output: Iranian EFL learners in Focus

Maede Mohammadzamani, Saeed Taki


The focus of the present study was to examine the extent to which input, interaction and output would influence Iranian intermediate EFL learners’ listening skills. To this end, 80 students at the intermediate level of language proficiency, determined via the Oxford Placement Test, and within an age range between 17 and 23 years old were selected through convenience sampling method. They were then randomly divided into three experimental and one control groups with 20 in each. The experimental groups practiced their listening skills under three different conditions, namely, input, output, and interaction while the control group was simply taught using traditional techniques. After the instructional period, the participants’ listening skills were measured via a posttest. The results indicated that all three variables of input, interaction and output influenced Iranian intermediate EFL learners' listening skill and interaction turned out to have the most significant impact on Iranian intermediate EFL learners' listening skill. Findings have implications for learners and teachers as well as materials developers.


input, output, interaction, EFL learners, listening skill

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