خلاصة:
The present research investigated the effect of self-regulatory approach (with two components of self-checking and self-efficacy) on pre-intermediate Iranian learners' lexical segmentation in listening comprehension via authentic listening comprehension texts. To achieve this purpose, the investigators administered an Oxford Placement Test (2007) to ninety-eight students of two girls’ private junior high schools in Abadan. The participants were in grade seven at pre-intermediate level. Ninety-two students were selected out of ninety-eight and after homogenizing the participants linguistically, they were divided into four groups. Twenty-three students of every 4 classes whose scores were nearly the same were considered as one group. There were one control group and three experimental groups. A teacher-made pretest which was piloted by the researchers was administered to all groups. Then, the experimental groups were instructed under an eight-sessions treatment which was self-regulated teaching via authentic and non-authentic texts. Finally, the participants took a posttest similar to the pretest on lexical segmentation in listening comprehension. Both pretest and posttest reliability were calculated with Cronbach Alpha. Statistical analyses were done through one-way ANOVA. the result of the study indicated that self-regulated approach teaching through authentic materials can improve learners’ lexical segmentation of listening comprehension.
ملخص الجهاز:
com Abstract The present research investigated the effect of self-regulatory approach (with two components of self-checking and self-efficacy) on pre-intermediate Iranian learners' lexical segmentation in listening comprehension via authentic listening comprehension texts.
the result of the study indicated that self-regulated approach teaching through authentic materials can improve learners’ lexical segmentation of listening comprehension.
So, this study will investigate the effect of self-regulatory approach (with two components of self-checking and self-efficacy) on EFL pre-intermediate learners' lexical segmentation in listening comprehension via authentic listening comprehension texts.
After the eight treatment sessions, the searcher administered the posttest similar to the pre-test in order to determine the effectiveness of the self-regulated teaching on listening comprehension in the case of lexical segmentation through authentic and non-authentic texts.
In order to compare the four groups’ performance in the pre and the posttest (between group differences), the researcher used One-Way ANOVA since the study involved one independent variable (SR with two levels of SC and SE), one moderate variable (authentic/ non-authentic material) and one dependent variable lexical segmentation through authentic texts (listening comprehension.
The former tables indicated that the group receiving self-regulated teaching with non- authentic materials showed the most significant difference between the pre-test and the posttest.
Therefore, the difference between the groups is significant at (p Discussion The statistical analysis of the present study shows that self-regulated instruction can improve learners’ lexical segmentation of listening comprehension among pre-intermediate EFL learners.