This study aims at uncovering the effect(s) of genre-based instruction (GBI) on listening proficiency among Iranian EFL learners. Moreover, it seeks to explore the relationship between effectiveness of GBI and listening proficiency. For this purpose, 68 EFL learners in
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This study aims at uncovering the effect(s) of genre-based instruction (GBI) on listening proficiency among Iranian EFL learners. Moreover, it seeks to explore the relationship between effectiveness of GBI and listening proficiency. For this purpose, 68 EFL learners in two different groups at Zabol University were selected. Group A included 30 participants (12 males and 18 females), and Group B consisted of 36 participants (16 males, and 22 females). Group A was divided into treatment and control groups and underwent two listening proficiency tests for pre and posttest. Results of independent t-test indicated that treatment group outperformed the control group as the result of GBI (Sig =.001, t=3.740). Based on the proficiency test, Group B was also divided into proficient and less-proficient groups each one underwent two listening tests for pre and posttest. Results of independent t-test and paired t-test revealed both groups differed significantly as the result of GBI (Sig.= .00, correlation= .949, and .945 for proficient and less-proficient groups respectively) indicating that listening proficiency is not a significant factor in effectiveness of GBI.
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