A Comparative Study of Explicit and Implicit Mediators at Iranian High Schools: Students’ L2 Anxiety and Listening Comprehension
As conceptualized in Vygotsky’s (1978) theory of mediation, the present quantitative study scrutinized the impact of explicit and implicit mediators on high school students’ L2 listening anxiety and listening comprehension. Over six months, two groups of 34 Iranian high school students were exposed...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Islamic Azad University, Isfahan Branch
2023-10-01
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| Series: | Research in English Language Pedagogy |
| Subjects: | |
| Online Access: | https://relp.isfahan.iau.ir/article_706824_63e574de507e8f7422bf91d4b0bd4fab.pdf |
| _version_ | 1797652153028837376 |
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| author | Mohammad Darijani Mehry Haddad Narafshan Leila Anjomshoa |
| author_facet | Mohammad Darijani Mehry Haddad Narafshan Leila Anjomshoa |
| author_sort | Mohammad Darijani |
| collection | DOAJ |
| description | As conceptualized in Vygotsky’s (1978) theory of mediation, the present quantitative study scrutinized the impact of explicit and implicit mediators on high school students’ L2 listening anxiety and listening comprehension. Over six months, two groups of 34 Iranian high school students were exposed to pronunciation instruction (explicit mediator-using phonetic rules- and implicit mediator-without phonetic rules), and a control group of 17 students received no pronunciation instruction. Pretests and posttests were used to measure learners’ improvements in listening anxiety and comprehension. Small changes were observed in both variables for the control group, whereas significant progress was found for both experimental groups, especially the explicit group. The results revealed that pronunciation instruction is a meaningful mediator in developing listening comprehension and decreasing listening anxiety among high school students, even when instructional time is restricted. This study has some practical implications suggesting that Iranian school teachers and book designers should consider pronunciation instruction effects when teaching listening to school students. |
| first_indexed | 2024-03-11T16:25:56Z |
| format | Article |
| id | doaj.art-3cf29c284a4e4c08a3b7036ce2aad488 |
| institution | Directory Open Access Journal |
| issn | 2588-3259 2538-4244 |
| language | English |
| last_indexed | 2024-03-11T16:25:56Z |
| publishDate | 2023-10-01 |
| publisher | Islamic Azad University, Isfahan Branch |
| record_format | Article |
| series | Research in English Language Pedagogy |
| spelling | doaj.art-3cf29c284a4e4c08a3b7036ce2aad4882023-10-24T10:38:31ZengIslamic Azad University, Isfahan BranchResearch in English Language Pedagogy2588-32592538-42442023-10-0111457961010.30486/relp.2023.1973583.1419706824A Comparative Study of Explicit and Implicit Mediators at Iranian High Schools: Students’ L2 Anxiety and Listening ComprehensionMohammad Darijani0Mehry Haddad Narafshan1Leila Anjomshoa2Department of Foreign Languages, Kerman Branch, Islamic Azad University, Kerman, IranDepartment of Foreign Languages, Kerman Branch, Islamic Azad University, Kerman, IranDepartment of Foreign Languages, Kerman Branch, Islamic Azad University, Kerman, IranAs conceptualized in Vygotsky’s (1978) theory of mediation, the present quantitative study scrutinized the impact of explicit and implicit mediators on high school students’ L2 listening anxiety and listening comprehension. Over six months, two groups of 34 Iranian high school students were exposed to pronunciation instruction (explicit mediator-using phonetic rules- and implicit mediator-without phonetic rules), and a control group of 17 students received no pronunciation instruction. Pretests and posttests were used to measure learners’ improvements in listening anxiety and comprehension. Small changes were observed in both variables for the control group, whereas significant progress was found for both experimental groups, especially the explicit group. The results revealed that pronunciation instruction is a meaningful mediator in developing listening comprehension and decreasing listening anxiety among high school students, even when instructional time is restricted. This study has some practical implications suggesting that Iranian school teachers and book designers should consider pronunciation instruction effects when teaching listening to school students.https://relp.isfahan.iau.ir/article_706824_63e574de507e8f7422bf91d4b0bd4fab.pdfexplicit mediatorsimplicit mediatorslistening anxietylistening comprehensionpronunciation instruction |
| spellingShingle | Mohammad Darijani Mehry Haddad Narafshan Leila Anjomshoa A Comparative Study of Explicit and Implicit Mediators at Iranian High Schools: Students’ L2 Anxiety and Listening Comprehension Research in English Language Pedagogy explicit mediators implicit mediators listening anxiety listening comprehension pronunciation instruction |
| title | A Comparative Study of Explicit and Implicit Mediators at Iranian High Schools: Students’ L2 Anxiety and Listening Comprehension |
| title_full | A Comparative Study of Explicit and Implicit Mediators at Iranian High Schools: Students’ L2 Anxiety and Listening Comprehension |
| title_fullStr | A Comparative Study of Explicit and Implicit Mediators at Iranian High Schools: Students’ L2 Anxiety and Listening Comprehension |
| title_full_unstemmed | A Comparative Study of Explicit and Implicit Mediators at Iranian High Schools: Students’ L2 Anxiety and Listening Comprehension |
| title_short | A Comparative Study of Explicit and Implicit Mediators at Iranian High Schools: Students’ L2 Anxiety and Listening Comprehension |
| title_sort | comparative study of explicit and implicit mediators at iranian high schools students l2 anxiety and listening comprehension |
| topic | explicit mediators implicit mediators listening anxiety listening comprehension pronunciation instruction |
| url | https://relp.isfahan.iau.ir/article_706824_63e574de507e8f7422bf91d4b0bd4fab.pdf |
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