Investigating the Impact of Genre-Based Teaching (GBT) on Intermediate EFL Learners’ Listening Improvement

Subject Areas : Research in English Language Pedagogy

Ehsan  Namaziandost ¹ (Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran)
Sajad  Shafiee ² (Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran)
Meisam  Ziafar ³ (Department of English, Faculty of Humanities, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran)

Received: 2019-06-28 Accepted : 2019-11-09 Published : 2020-09-01

Keywords: Genre-based teaching, Listening improvement, Language Skills, Proficiency, Iranian EFL learners,

Abstract :

The actual classroom implementation and the possible final outcomes of the genre-based approach to listening instruction have not been completely discovered yet. Therefore, this study investigated the impact(s) of genre-based teaching (GBT) on Iranian EFL learners’ listening proficiency across different proficiency levels. For this aim, 84 EFL learners were chosen. Group A (Experimental and Control Groups) included 40 participants and Group B (Proficient and Less-proficient Groups) consisted of 44 participants. Then the experimental group received the treatment which was teaching listening skill through GBT and the control group received a placebo. In the end, the researcher administered the posttest. Regarding Group A, results of one-way ANCOVA showed that the experimental group outperformed the control group indicating that GBT is a pivotal and fundamental factor for improving listening comprehension. Moreover, in Group B, the findings showed that the proficient group performed outstandingly better than the less-proficient group. The findings may denote implications for EFL listening syllabuses and provide guidelines to designers to accommodate the insights derived from the GBT viewpoint.

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