Mai Van Can, M.A.

College of Education, Thai Nguyen University Tan Thinh, Thai Nguyen, Vietnam

DOI : https://doi.org/10.47191/ijsshr/v4-i3-17

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ABSTRACT

The study was conducted at two institutions (The International School and The College of Education) Thai Nguyen University. The total number of participants was 92. The study employs a quasi-experimental research design to evaluate the effectiveness of a listening strategy instruction invention towards the listening comprehension. The findings reveals that students use listening strategies at a low level (M=2.1). The results also confirmed that the listening intervention really helped students in their listening ability. The mean of pre-test was M=3.72. After four weeks of intervention the mean scores were M=4.96 for the experimental group and M= 3.83 for the control group. After another four weeks, the improvement of the experimental group was M=5.6 compared to M=4.54 in the control group. At the end of the intervention the improvement the mean scores for experimental group and control group were M=6.41 and M=5.45 respectively. From the findings, it is concluded that the listening strategy intervention really improve students’ listening comprehension.

KEYWORDS:

Language teaching; teaching listening, evaluation, listening strategies, cognitive, metacognitive strategies listening intervention

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VOlUME 04 ISSUE 03 MARCH 2021