Using Problem Identification Strategies for Developing EFL Listening Proficiency and Motivation towards its learning Among Faculty of Education Students

The present study aims at developing EFL listening proficiency skills and motivation towards its learning among fourth year faculty of education students through using problem identification strategies. The participants of the study consisted of fourth year English section students enrolled in Faculty of Education, Benha University (N=40). The study followed the one-group pre-post test design. Three main tools were used: An EFL listening proficiency checklist required for fourth year students, an EFL Pre listening proficiency test to measure some of students’ listening proficiency skills and a motivation towards learning scale to measure students’ motivation level. In addition, the study used quantitative method for collecting and analyzing the data. T-test was used to compare the mean scores of pre and post test of the study participants. Problem identification strategies were applied on the participants during the first semester of the academic year 2021/2022. Results of the quantitative analysis revealed that the participants' EFL listening proficiency skills and motivation towards its learning were developed significantly as a result of using problem identification strategies. Therefore, it can be concluded that using problem identification strategies is effective in improving EFL students’ listening proficiency skills and motivation towards its learning.