Abstract:
Task-based language teaching (TBLT) has been considered as an effective language teaching methodology. However, its applicability for lower-proficiency learners in EFL contexts has not been adequately justified. Moreover, the possible mediating effect of the experiential learning styles on academic listening TBLT has not been targeted in the literature, a gap that this study attempts to fill. To this end, male pre-intermediate Iranian EFL learners (N=88) in four experiential learning styles (n=22), selected purposefully through the experiential learning style questionnaire, took part in the study. The study utilized a time series design and all participants received the TBLT. To get some insights regarding the learners' attitudes toward the TBLT, the researchers implemented a perception questionnaire at the end of the treatment. The results of a mixed-method ANOVA for within-group difference revealed that the task-based instruction significantly affected pre-intermediate EFL learners’ performance on academic listening tests. A between-group comparison of four experiential learning styles also confirmed that the learners with different learning styles performed similarly on the tests. It was also found that learners had positive attitudes toward such instruction. The results have clear implications for foreign language teaching, teacher training and curriculum design with regard to the selection of appropriate methodology for teaching academic listening.
Machine summary:
Effects of Task-based Academic Listening on High School EFL Students' Listening Comprehension: Does Experiential Learning Style Matter?
The results of a mixed-method ANOVA for within-group difference revealed that the task-based instruction significantly affected pre-intermediate EFL learners’ performance on academic listening tests.
Specifically, no study, to the best of the researchers' knowledge, has been undertaken to investigate the possible relationship between different experiential learning styles and successful performance on a listening task.
2. Is there any significant difference among EFL learners with different experiential learning styles in their performance on academic listening tasks?
Academic listening task specification based on Ellis (2003) Design Feature Specification Goal The task enhances learners’ listening comprehension and note- taking abilities Input Input consists of some mini lectures Conditions The task is non- reciprocal and guided Procedures The task requires students to utilize different note- taking strategies such as topicalizing Outcome A set of notes According to Field (2008), TBLT is implemented to explicitly help learners use appropriate strategies while doing listening.
Discussion This study was carried out to probe into the efficacy of an academic listening TBLT and to see whether lower proficiency EFL learners with different experiential learning styles could benefit differentially from such instruction.
The findings revealed that such task-based instruction significantly affected pre-intermediate EFL learners’ performance on academic listening tasks, supporting Duran and Ramaut (2006), Leaver and Willis (2004), as well as Willis and Willis (2007) who reported a successful implementation of TBLT with learners at lower levels of language proficiency.