Listening Comprehension Ability and the Use of Listening Strategies by Iranian Pre-intermediate EFL Learners

Abstract

Listening is an essential aspect of communicative competence and one of the most frequently used language skill (Richards, 2008). The current study aimed to investigate the relationship between listening strategy used by Iranian pre-intermediate EFL learners and their listening comprehension. To have a homogeneous group, a group of 56 male pre-intermediate EFL learners among a total number of 178 junior high-school students, who were studying in a high-school in Iran, were chosen by implementing Oxford Placement Test (OPT). Then a Listening Comprehension Test adapted from Cambridge Preliminary English Test (PET) was used to assess participants’ listening comprehension. Listening strategy use was also assessed by a Listening Strategy Questionnaire by Chen (2010). The translated version of questionnaire (to Persian) was used to make sure that students would understand the questions well enough and answer them appropriately. After gathering the data, a one-way ANOVA was used to analyze the data the results of which revealed that there was a statistically significant relationship between the listening strategies (meta-cognitive, cognitive and, socio-affective) employed by Iranian pre-intermediate EFL learners and their listening comprehension ability. Results revealed that cognitive strategies were used more frequently by participants who outperformed other participants of the study in listening comprehension.