The Effect of Active Learning Instruction on the Intermediate Iranian EFL Learners’ Listening Self-Efficacy Beliefs

Abstract

The present study aimed at exploring the effects of active learning instruction of listening on the listening self-efficacy beliefs of the intermediate Iranian EFL learners; furthermore, it investigated the difference between male and female learners who had experienced active learning instruction in terms of listening self-efficacy beliefs. To homogenize the subjects, a placement test was administered. As a result, the number of participants reduced to 52 EFL learners who were distributed into control and experimental groups. At the first session, the listening self-efficacy questionnaire (Rahimi and Abedini, 2009) was applied as the pre-test. For experimental groups, active learning instruction was employed as the treatment by the use of peer teaching and four types of tasks (jigsaw task, gap filling task, graphic organizer task, and information transfer task). In the last session, the same listening self-efficacy questionnaire was applied as the post-test. The results of statistical analyses revealed that active learning instruction of listening comprehension had a significant effect on the learners' listening self-efficacy. Moreover, it was indicated that there was no significant difference in terms of listening self-efficacy between males and females of the experimental groups. The results can be useful for teacher trainers in providing some in service courses for EFL teachers to make them aware of the student-centered instruction including active learning instruction aspects and advantages in teaching methodology.