The Impact of Task Types on Listening Comprehension of Iranian Intermediate EFL Learners

Hooshang Khoshsima, Ziba Sadighi Tasuj


This study investigated the difference of five task types applied in Task-Based Instruction (TBI) on intermediate-level EFL learners’ listening comprehension ability. To this end, 31 intermediate EFL learners were given five task types of matching, selecting, role-playing, note-taking and completing. Their proficiency and listening homogeneity was ensured using an institutional TOEFL test and the listening paper of FCE. Then, they enjoyed TBI through implementing the task types for about ten 20-minute sessions. The results of the different tasks were analyzed to find out what task was the most effective. The results indicated that the learners outperformed in the two tasks of note-taking and completing than in the first three tasks of matching, selecting and role-playing, but there was no significant difference among the three tasks of matching, selecting and role-playing (p > 0.05), neither was there any significant difference between the two tasks of note-taking and completing (p > 0.05).



Task, Task type, Task-Based Language Teaching, Authentic Materials, Listening Comprehension

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