THE IMPACT OF EXPLICIT LISTENING STRATEGY INSTRUCTION ON THE ACADEMIC LISTENING SKILLS OF ENGINEERING UNDERGRADUATE STUDENTS

Abstract

This study explored the influence of explicit strategy instruction on the academic listening skills of tertiary-level learners. Undergraduate engineering students (N = 38) from an intact class at a public sector university in Karachi were taken as a sample. The subjects received explicit listening strategy instruction for six weeks through online teaching. Participants’ listening abilities were assessed before and after the intervention using an IELTS academic listening pre-and post-test. This quasiexperimental study focuses on the impact of teaching academic listening through explicit listening strategy instruction in the Academic English course. There are only a few quantitative research studies in the Pakistani context to investigate academic listening efficiency using explicit listening strategy instruction. The quantitative data obtained through the experiment in this study was analyzed by applying descriptive statistics and paired t-test. The result implies that listening instructions rendered explicitly could enhance the academic listening skills of tertiary-level students. The study offers implications for ESL/EFL teaching-learning contexts.