The Impact of Sequencing Repeated Familiar Tasks on Listening Performance
Over the years, much research has been done on the role of tasks in L2 learning, but little is known about how sequencing tasks affects listening comprehension. Thus, the present study evaluated the effect of sequencing repeated familiar tasks (SRFT) along three dimensions of complexity i.e. +/- vis...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Allameh Tabataba'i University Press
2021-12-01
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| Series: | Issues in Language Teaching |
| Subjects: | |
| Online Access: | https://ilt.atu.ac.ir/article_13923_d6949aa22f09c21c03cb25122ac8e2d2.pdf |
| _version_ | 1827400458512105472 |
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| author | Bahman Amini Abbas Bayat Keivan Mahmoodi |
| author_facet | Bahman Amini Abbas Bayat Keivan Mahmoodi |
| author_sort | Bahman Amini |
| collection | DOAJ |
| description | Over the years, much research has been done on the role of tasks in L2 learning, but little is known about how sequencing tasks affects listening comprehension. Thus, the present study evaluated the effect of sequencing repeated familiar tasks (SRFT) along three dimensions of complexity i.e. +/- visual support, +/- few elements, and +/- planning time. Sixty upper-intermediate EFL learners were randomly selected as experimental group (n=30) and control group (n=30) in this experimental research. To control the homogeneity of the participants and their topic familiarity, the Success Placement Test designed by Fricker (2007) and the listening comprehension test (developed by Richards, 2005) were administered respectively. Then the posttest of listening for IELTS which included 3 levels of task complexity was employed to analyze the results of SRFT. The participants in the experimental group were required to listen to keeping fit tasks ordered from simple to complex tasks during 10 sessions. The participants in the control group performed disordered tasks. T-test and SPSS version 20 were utilized to analyze the tests. Before employing treatment, the placement test addressed that both of the groups obtained no marked difference level of English language knowledge. They also displayed the same topic familiarity of listening comprehension on the pretest. In the end, the t-test indicates a positive influence of SRFT for the experimental group in the posttest. The findings of this study recommend sequencing tasks in English classes as a basic tool to improve the listening performance of learners. |
| first_indexed | 2024-03-08T20:04:27Z |
| format | Article |
| id | doaj.art-d05c37ce14c546b4915c2d10fe888261 |
| institution | Directory Open Access Journal |
| issn | 2322-3715 2476-6194 |
| language | English |
| last_indexed | 2024-03-08T20:04:27Z |
| publishDate | 2021-12-01 |
| publisher | Allameh Tabataba'i University Press |
| record_format | Article |
| series | Issues in Language Teaching |
| spelling | doaj.art-d05c37ce14c546b4915c2d10fe8882612023-12-23T10:47:40ZengAllameh Tabataba'i University PressIssues in Language Teaching2322-37152476-61942021-12-0110232535010.22054/ilt.2022.61019.59713923The Impact of Sequencing Repeated Familiar Tasks on Listening PerformanceBahman Amini0Abbas Bayat1Keivan Mahmoodi2Ph.D. in TEFL, Islamic Azad University, Malayer Branch, Malayer, IranAssistant Professor of TEFL, Islamic Azad University, Malayer Branch, Malayer, IranAssistant Professor of TEFL, Islamic Azad University, Malayer Branch, Malayer, IranOver the years, much research has been done on the role of tasks in L2 learning, but little is known about how sequencing tasks affects listening comprehension. Thus, the present study evaluated the effect of sequencing repeated familiar tasks (SRFT) along three dimensions of complexity i.e. +/- visual support, +/- few elements, and +/- planning time. Sixty upper-intermediate EFL learners were randomly selected as experimental group (n=30) and control group (n=30) in this experimental research. To control the homogeneity of the participants and their topic familiarity, the Success Placement Test designed by Fricker (2007) and the listening comprehension test (developed by Richards, 2005) were administered respectively. Then the posttest of listening for IELTS which included 3 levels of task complexity was employed to analyze the results of SRFT. The participants in the experimental group were required to listen to keeping fit tasks ordered from simple to complex tasks during 10 sessions. The participants in the control group performed disordered tasks. T-test and SPSS version 20 were utilized to analyze the tests. Before employing treatment, the placement test addressed that both of the groups obtained no marked difference level of English language knowledge. They also displayed the same topic familiarity of listening comprehension on the pretest. In the end, the t-test indicates a positive influence of SRFT for the experimental group in the posttest. The findings of this study recommend sequencing tasks in English classes as a basic tool to improve the listening performance of learners.https://ilt.atu.ac.ir/article_13923_d6949aa22f09c21c03cb25122ac8e2d2.pdftask sequencingfamiliar tasktask repetitiontask complexitylistening task |
| spellingShingle | Bahman Amini Abbas Bayat Keivan Mahmoodi The Impact of Sequencing Repeated Familiar Tasks on Listening Performance Issues in Language Teaching task sequencing familiar task task repetition task complexity listening task |
| title | The Impact of Sequencing Repeated Familiar Tasks on Listening Performance |
| title_full | The Impact of Sequencing Repeated Familiar Tasks on Listening Performance |
| title_fullStr | The Impact of Sequencing Repeated Familiar Tasks on Listening Performance |
| title_full_unstemmed | The Impact of Sequencing Repeated Familiar Tasks on Listening Performance |
| title_short | The Impact of Sequencing Repeated Familiar Tasks on Listening Performance |
| title_sort | impact of sequencing repeated familiar tasks on listening performance |
| topic | task sequencing familiar task task repetition task complexity listening task |
| url | https://ilt.atu.ac.ir/article_13923_d6949aa22f09c21c03cb25122ac8e2d2.pdf |
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