The Impact of Strategy Development on Listening as a Productive Skill in ELT: A Constructivist Approach

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Kahveci P.

III. European Conference on Social and Behavioural Sciences, Rome, Italy, 6 - 08 February 2014, vol.2, no.6, pp.168-177

  • Publication Type: Conference Paper / Full Text
  • Volume: 2
  • City: Rome
  • Country: Italy
  • Page Numbers: pp.168-177
  • Gazi University Affiliated: Yes


Listening has failed to catch the attention it deserves in EFL classrooms despite its key role in EFL learning. Therefore, this study
suggests redesigning listening tasks from a constructivist perspective to make them more effective for learners. With this purpose
in mind, the question “Does constructivist listening teaching with overt strategy instruction create any difference in learner‟s
strategy use frequency, their reactions to listening tasks, and their listening proficiency ?” becomes the starting point for this
research. In order to find the answer to this question, an experimental research design was established. Both the experiment group
and control group were given surveys; a pre-test and a post-test prior to and after the treatment that involved constructivist
listening tasks alongside with overt strategy instruction. The subjects of the study were twenty nine EFL students at Sinop
University. The comparison of EG‟s survey results after and before treatment revealed that overt strategy training alongside with
constructivist listening tasks has led to an increase in the use of cognitive and metacognitive strategies, while it has failed to
cause any change in their use of affective strategies. Similarly, the results have shown that the treatment has been successful in
changing learners‟ reactions to listening tasks. It can be concluded that constructivist listening teaching alongside with overt
strategy training has fostered learners‟ strategy use frequency and changed learners‟ reactions to listening tasks in a positive way,
although it has not caused any significant difference in their listening proficiency.
© 2014 European Journal of Research on Education by IASSR.