The Effect of Prosody-based Listening Techniques on Left and Right Hemisphere Dominant EFL Learners’ Listening Comprehension and Listening Self-efficacy [Latin Thesis]
Farzaneh Sadeghi Niaraki
| Record Identifier: | 52200 |
| Title: | The Effect of Prosody-based Listening Techniques on Left and Right Hemisphere Dominant EFL Learners’ Listening Comprehension and Listening Self-efficacy |
| Personal Name: | Farzaneh Sadeghi Niaraki |
| Studied Course: | Teaching English as a Foreign Language (TEFL) |
| Supervisor: | Dr. Mohammad Mahdi Hajmalek |
| College: | Humanities |
| University: | Khatam |
| Degree: | Master |
| Studied Year: | 2025 |
| Abstract: | The present quantitative study set out to evaluate the effectiveness of prosody-based listening techniques on listening comprehension and listening self-efficacy of left and right hemisphere dominant Iranian learners of English as a Foreign Language (EFL). To this end, 100 females Iranian EFL learners from a senior high school, selected randomly from four intact classes, were assigned to the experimental group (N=50) and control group (N=50). While the experimental group received treatment with prosody-based listening techniques based on shadowing instruction, the participants in the control group were instructed traditionally without receiving any prosody-based listening instruction. In this experiment the participants took part in an eight-week teaching program. To collect the required data, at the first session of the intervention, Brain Dominance Inventory Test (BDI) and Oxford Placement Test (OPT) were given to both groups, to determine left and right brain dominance and proficiency level of the learners. The listening section of OPT was taken into account as the listening pre- and posttests and Second Language Listening Self-Efficacy Questionnaire (SLLSQ), was administered to assess the listening self-efficacy of learners. A series of ANOVA and ANCOVA analysis revealed that prosody-based listening techniques significantly improved learners’ listening comprehension ability and listening self-efficacy. Furthermore, the results indicated that prosody- based listening techniques have significant effects on EFL learners’ listening comprehension and listening self- efficacy, also left and right brain dominance, as well as general proficiency level, failed to significantly mediate the effects of prosody-based listening techniques on Iranian EFL learners’ listening comprehension and listening self-efficacy. These findings may have pedagogical implications for L2 teachers, English language instructors, learners, and curriculum developers. |
| Register Number | Part3 | Version | Volume | Part | Part2 | Reference | Call Number | lended | Date Back | Description | |
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| 228487 | 1 |
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