Explicit reduced-forms instruction improves Iranian EFL learners' overall listening comprehension more than regular listening instruction alone¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After a 10-week reduced-forms instruction course, the experimental group significantly outperformed the control group on a general listening comprehension post-test (p = 0.003). → Mohammad Saber Khaghaninezhad & Ghasem Jafarzadeh 2014

Evidence¶

Mohammad Saber Khaghaninezhad & Ghasem Jafarzadeh 2014¶

Mohammad Saber Khaghaninezhad & Ghasem Jafarzadeh. (2014). Investigating the Effect of Reduced Forms Instruction on EFL Learners' Listening and Speaking Abilities. English Language Teaching, 7(1). https://doi.org/10.5539/elt.v7n1p159

q2 · i? · causal · r2

Quasi-experimental comparison of 50 Iranian EFL learners (25 per group) at a private language institution; the experimental group received 10 weeks of reduced-forms instruction while the control continued regular classes. The post-test means were 10.36 versus 8.90, and the article reports the experimental group "significantly outperformed the control on this test".

"Table 12 reveals that there was a significant difference between these two group's performances in the "general listening comprehension" post-test (p = 0.003 < .05) i.e., the experimental group significantly outperformed the control on this test."

Discussion¶

Learner Variables¶

• Auditory Processing — outcome: instruction changes it
• Oral Language — outcome: instruction changes it

Related Claims¶

• Both instructed and regular listening classes produce significant within-group gains in general listening comprehension over a 10-week course — related
• Explicit reduced-forms instruction increases EFL learners' ability to recognize reduced forms in spoken language, while regular instruction alone does not — a narrower finding that bears on this claim
• Explicit reduced-forms instruction increases EFL learners' ability to produce reduced forms in their own speech, while regular instruction alone does not — a narrower finding that bears on this claim
• Explicit phonetic transcription instruction improves Iranian undergraduate EFL students' word stress learning compared with listen-and-repeat exposure — related