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The Comparative Study of the Effects of Shadowing and Note – Taking on Iranian EFL Students ʼ Listening Comprehension Improvement [ALRJournal]
ALRJournal. Ahead of Print: ALRJ-52824 | DOI: 10.14744/alrj.2019.52824

The Comparative Study of the Effects of Shadowing and Note – Taking on Iranian EFL Students ʼ Listening Comprehension Improvement

Forough Ghalavandi1, Morteza Bakhtiarvand2
1Faculty of Foreign Languages-Department of English, Islamic Azad University, Arak Branch
2Department of Educational Technology, Faculty of Psychology and Education, Allameh Tabataba’i University, Iran

The purpose of this study was to compare the effects of shadowing and note-taking on listening comprehension of EFL learners. To achieve the purpose of the study, 85 female EFL learners at the pre-intermediate level of proficiency with the age range of 18-35 were selected out of the initial 120 participants based on their performance on a piloted PET. During a five-week instruction period (twice a week), both classes practiced listening comprehension for 45 minutes through shadowing and note-taking activity (Kadota & Tamai’s Model, 2004). The results of the independent samples t-test demonstrated that there was no significant difference between listening posttest scores of shadowing and not-taking groups. The study provided implications for both theory and pedagogy.

Keywords: Shadowing, Note- taking, EFL students, listening comprehension



Corresponding Author: Morteza Bakhtiarvand, Iran
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