Abstract:
The main intention of this study was to investigate the effects of listening strategy training on
students' listening achievement, listening strategy use, listening motivation and listening self
efficacy in EFL classrooms. The design of the study was a quasi-experimental design that
employed experimental and control groups. The subjects of the study were first-year Social
Science Students of Mettu University enrolled in the 2022 academic year. The number of
students in both sections (section seventeen and twenty) was 110(55 students in each section).
Accordingly, 110 students from two intact sections sat for the pre-test, and filled pre-intervention
questionnaires. Then after, section twenty was assigned randomly for the experimental group
and section seventeen was for the control group. The experimental group has undergone the
treatment for twelve weeks and the control group was taught the conventional teaching. After the
treatment, both groups were given the post-test and filled post-strategy training questionnaires,
then, results were compared. The data collection tools used were, listening achievement tests,
listening strategy questionnaire, listening motivation questionnaire, and listening self-efficacy
questionnaire. The data obtained from the pre- and post-tests, and pre- and post-intervention
questionnaires, were analyzed using inferential statistics (independent sample t-test and paired
sample t-test) to compare the mean scores of the pre- and the post-tests, and the pre- and post
intervention questionnaires. Thus, the independent sample t-test was used to see the mean scores
of the pre-and post-results of the experimental and control groups, and the paired sample t-test
was used to see the mean score difference with-in a group(experimental group). Furthermore,
the data collected from questionnaires were analyzed using descriptive statistics of mean and
standard deviation and all run by SPSS version 23 for analyses. Finally, the results of the study
revealed that the students who underwent strategy training outperformed the control group as
the results of the post-test scores of the independent sample t-test for equality of Variances not
assumed showed, the mean post-test scores of the experimental group (N=55, M=54.8364,
SD=1.11238) and mean post-test scores of the control group (N=55, M=51.7636, SD=3.84401),
t (108) =5.429, P=.001, 2-tailed, the p < 0.05. A paired sample t-test of an experimental group
also showed a significant increase from the pre-test to the post-test, as t (54), -4.136, p < .000).
In addition to these, the results obtained from questionnaires also revealed improvement from
pre-intervention to post-intervention on the student‟s listening, listening strategy use, listening
motivation and listening self-efficacy. Finally, based on the results obtained recommendations
were forwarded to the concerned bodies.
