The Effect of Task-Based Listening Activities on Improvement of Listening Self-Efficacy among Iranian Intermediate EFL Learners

Khalil Motallebzadeh, Solmaz Defaei


This study aimed at exploring the role of task-based listening activities in augmenting EFL learners’ listening self-efficacy. To this end, 70 male and female Iranian EFL learners in Kish Air English Institute, Mashhad, Iran, participated in the study. To homogenize the participants’ level of proficiency, the Interchange/Passages Objective Placement Test was employed and the participants with the intermediate level of proficiency were selected. Accordingly, the number of the participants was reduced to 50. To measure the participants’ level of listening self-efficacy at the pre- and post-tests, a listening self-efficacy questionnaire (20 items) was applied. Then, the participants were randomly divided into two groups: experimental (N=26) and control (N=24). The experimental group received task-based listening activities during the 19 sessions (30 minutes) of instructions, and the control group received the traditional practices (a question-and-answer approach). The results of independent t-test revealed that the participants’ levels of listening self-efficacy in the experimental group was significantly higher than those in the control group (P=0.05).

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