The effect of explicit teaching of listening strategies and gender on efl learners' ielts performance

Abstract

The main aim of this study was to investigate the effect of explicit teaching of listening strategies on EFL learners' listening score in IELTS test. The second purpose was to explore the effect of gender on participants' final listening performance. 40 participants at advanced level attended the classes over a period of three months. Participants were divided into control and experimental group. The former that was only exposed to listening input and the latter which received explicit teaching of listening strategies (e.g. selective listening, predicting, and finding key words). Secondly, they were divided into male and female classes. The findings demonstrated that explicit teaching of listening strategies had significant effect on participants' IELTS listening score. However, in terms of the effect of gender, results revealed that gender did not have any effect on participants' IELTS listening score.