Using Explicit Declarative Strategies for Developing Secondary School Students' EFL Critical Listening Skills

نوع المستند : المقالة الأصلية

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كلية التربية-جامعة بنها

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This study aimed at investigating the effectiveness of using Explicit Declarative Strategies to enhance EFL students' critical listening skills. The study followed the quasi-experimental design. The participants were 35 second-year secondary school students. To identify the most important and required EFL critical listening skills for the participants, a checklist of EFL critical listening skills was developed and validated by some EFL jury members. Pre and post-EFL critical listening skills tests were developed. Students were pre-tested, to determine their entry level of EFL critical listening skills. Then, they were trained in Explicit Declarative Strategies on how to develop their critical listening skills. The post-test was administered to the participants to assess the progress in their level of EFL critical listening skills. The findings of the study revealed that there was a statistically significant difference at 0.01 in the pre and post-assessment of EFL critical listening skills in favor of the post-assessment.

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