The Effect of Pre, While, and Post Listening Activities on Developing EFL Students’ Listening Skills

Abstract

Listening is important in communication since it takes up 40-50 percent of overall communication time, while speaking takes up 25-30 percent, reading takes up 11-16 percent, and writing takes up around 9 percent (Mendelsohn, 1994). This study focuses on Pre, While, and Post Listening Activities which assist EFL students in developing their listening abilities at the graduate level. The current study was conducted using a pre-test and post-test equivalent group method. This study enlisted the participation of 60 female students. The researcher devised an assessment test to examine the level to which the participants' listening abilities had progressed. This test was given to the participants twice: a pre-test before the experiment and a post-test after the experiment. A pre-test was given to all the participants to make sure that the individuals in the experimental and control groups had an equal level of knowledge about the listening competency under evaluation. The post-test was given after the experiment. The data were analyzed using the Statistical Package for Social Science (SPSS). The independent sample t-test was employed by the researcher to determine the significance of the difference in mean scores between groups at the 0.05 level. The quantitative data analysis and evaluation of the mean scores of the two groups on the post-test demonstrated that learners who were exposed to pre-listening, while-listening, and post-listening activities outperformed the learners in the control group. Also, qualitative analysis was done by interviewing the students and recording their responses to the implementation of the experiment.