Shadow-Reading Strategy Effect on EFL Listening Comprehension Skills and Motivation

https://doi.org/10.32996/ijllt.2020.3.10.3

Authors

  • Faten A. Zahran Lecturer of Curriculum and Instruction, Department of English language, Horus University, New Damietta, Egypt
  • Edward Owusu Senior Lecturer of English language, Department of Communication Studies, and Director, Directorate of Quality Assurance and Academic Planning, Sunyani Technical University, Sunyani, Ghana

Keywords:

EFL, listening comprehension skills, motivation, shadow reading strategy

Abstract

This paper examines the effect of shadow reading strategy on secondary school students’ listening comprehension skills and motivation. These participants, who constituted the human subjects for the study, were ninth-year students pursuing other subjects in Arabic and learning English as a Foreign Language (EFL) as well. The research questions asked to accomplish the purpose of the study focused on: (1) Determining listening comprehension skills suitable for the EFL secondary school students; (2) Finding out differences in listening comprehension test regarding the experimental and control group; and (3) Finding out differences in listening motivation scale scores regarding experimental and control group. Three instruments – designed by the researchers – that include: (listening comprehension skills checklist, listening comprehension skills test and listening motivation scale) were used. Results showed that the regular method used to teach listening is not as significant as the shadow reading strategy that developed listening comprehension skills and motivation. Consequently, the experimental group students outperformed their counterparts (the control group) in listening comprehension skills and motivation scores.

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Published

2020-10-30

How to Cite

Zahran, F. A. ., & Owusu, E. . (2020). Shadow-Reading Strategy Effect on EFL Listening Comprehension Skills and Motivation. International Journal of Linguistics, Literature and Translation, 3(10), 18-29. https://doi.org/10.32996/ijllt.2020.3.10.3