Abstract:
This present study examines whether explicit strategy-based listening instruction makes a difference on L2 academic listening skill of the participants in EFL context. This study also explores the respective contributions of strategy training, listening strategies awareness, working memory and aptitude on listening comprehension. The participants were 40 EFL students mainly speaking Turkish (21 experimental, 19 control). The experimental group received strategy-based listening instruction for 12 hours in 4 weeks. This study differentiates itself from the previous research in that several measures were used to measure learners’ gain in L2 listening. The participants completed pre- and post- listening comprehension tests in English, and they completed Metacognitive Awareness Listening Questionnaire (Vandergrift et al., 2006). In order to explore individual learner factors, a computerized working memory test (Foster et al., 2005) a pen and paper aptitude test (Peter Skehan, personal communication) were administered. Lastly, focus group interviews were conducted to learn about opinions of the participants related to the effectiveness of the treatment. The results revealed that even though learners started similarly, the experimental group benefitted from the instruction more than the control group. Regression analysis indicated that strategy training significantly predicted L2 listening comprehension more than awareness, working memory and aptitude. Interviews revealed that their listening skill improved mostly due to the strategy instruction and more exposure to the listening activities and tasks in the class.
