The effect of reactive versus intensive performance on Iranian intermediate EFL learnersʼ listening comprehension ability
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Abstract
Abstract
This study was an investigation to find out the effect of reactive versus intensive performance on Iranian intermediate EFL learner listening comprehension ability. It was an attempt to determine whether Iranian intermediate EFL learner are familiar with intensive and reactive performance or not. Moreover, does reactive versus intensive performance have any effect on Iranian intermediate EFL learnersʼ listening comprehension skill. To do this, two groups (experimental1 and experimental2, 30 participants for each one) of Iranian EFL learners in intermediate level from Kish Language Institute in Tehran, Iran were selected. The participant took a standard OPT test to demonstrate their English proficiency. A listening audio text for pretest and posttest from the book†Four Corners†was administered. The required data for this study gathered after five sessions of teaching listening in both experimental groups. In other words, in the first experiment, we used intensive performance and in the second one, we used reactive performance. Finally, the data were analysed using an Independent Sample T-test and paired sample T-test. The results showed that the listening has been improved as a result of using intensive performance.
Key words: listening, comprehension, strategy, reactive performance, intensive performance.
Abstract
This study was an investigation to find out the effect of reactive versus intensive performance on Iranian intermediate EFL learner listening comprehension ability. It was an attempt to determine whether Iranian intermediate EFL learner are familiar with intensive and reactive performance or not. Moreover, does reactive versus intensive performance have any effect on Iranian intermediate EFL learnersʼ listening comprehension skill. To do this, two groups (experimental1 and experimental2, 30 participants for each one) of Iranian EFL learners in intermediate level from Kish Language Institute in Tehran, Iran were selected. The participant took a standard OPT test to demonstrate their English proficiency. A listening audio text for pretest and posttest from the book†Four Corners†was administered. The required data for this study gathered after five sessions of teaching listening in both experimental groups. In other words, in the first experiment, we used intensive performance and in the second one, we used reactive performance. Finally, the data were analysed using an Independent Sample T-test and paired sample T-test. The results showed that the listening has been improved as a result of using intensive performance.
Key words: listening, comprehension, strategy, reactive performance, intensive performance.
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