The objective of this study was to examine whether students` learning styles,
thinking styles and... more The objective of this study was to examine whether students` learning styles, thinking styles and their attitudes can be used as predictors of their English achievement. Survey research methods were employed to obtain data (n=181 first year university-level students of the Special Education and Kindergarten Departments at Taif University) who received the English 101 course in their first year at the university. Biggs, Kember & Leung (2001) Learning Style Inventory (2F-SPQ-R) was used as the basis for assessing respondents' learning style preferences. The Sternberg and Wagner’s (1992) Thinking Styles Inventory (TSI) was used to assess students` thinking styles. Results were statistically analyzed using multiple regression, correlations, descriptive statistics, reliability, ANOVAS, and the t-test. The results of the correlation analysis revealed the absence of a relationship between thinking styles and surface learning styles. There was also a negative relationship between thinking styles and deep learning style p<0.01 (r = 0.328-0.428). The results of regression analysis indicated that students’ academic achievement was not related to students’ thinking styles and learning styles. The findings also revealed that there was a positive relationship between achievement and attitudes. According to the Briggs, et al (2001)questionnaire, the results reported that students were equal in deep and surface approach scores. Keywords: learning styles, thinking styles, students` attitudes, English achievement
Abstract
This study aimed at discovering the effectiveness of a proposed program for
developing p... more Abstract This study aimed at discovering the effectiveness of a proposed program for developing phonological awareness skills for dyslexic students. The final sample of this study is (77) females (M=13.4 years, SD = 0.577 years), it is divided into two groups; the experimental group consists of (40) girls and the control group consists of (37) girls. They were selected from Taif, Saudi Arabia. Students` phonological awareness skills and their reading skills were measured by a phonological awareness test and a diagnostic reading test that were designed by the researcher. The research applied continued for three months which included the proposed program. The data showed that there are statistically significant differences between the experimental group and the control group on the post-test diagnostic reading test as well as the phonological awareness tasks, showing a significant increase in reading skills in the experimental group. It also reveals that there are statistically significant differences between the pre-test and post-test results for the experimental group on the phonological awareness test and diagnostic reading test. This shows that the experimental group had an increase in skills after having participated in the program as seen on the post-test. In light of these results, the study provides a number of procedural recommendations that may contribute to raising the degree of the importance of phonological awareness training for the students with reading difficulties. Keywords: phonological awareness skills; reading skills, English reading disabilities, phonological awareness program
Abstract
This article aimed to investigate the effects of the EFL learners‘ language learning bel... more Abstract This article aimed to investigate the effects of the EFL learners‘ language learning beliefs and the use of language learning strategies as predictors of students‘ English GPA. A total of 294 of English-major students at a Saudi University, including 99 males and 195 females whose levels ranged from 1st to 7th participated in this study. The primary aims of the study were to explore: (1) whether there are positive relationships between language learning beliefs, learning strategies and GPA, (2) whether there are significant differences between males and females in beliefs system and language learning strategies, (3) can language learning strategies and students‘ language learning beliefs predict Saudi students’ English GPA . Students were asked to answer questions on the 4-point Likert-scale Belief Questionnaire and 5- point Likert-scale Learning Strategies Inventory. The results of t-test showed that there are no differences between males and females in the achievement and using of language learning strategies. The results of one way ANOVAS analysis revealed there are differences between students across their different academic levels. The findings also reported that there are positive relationships between language learning beliefs, language learning strategies and academic achievement. The results of Multiple regression reported that language learning beliefs and learning strategies explained 79% of the GPA scores. The study results suggest that in order to meet a high standard of successful teaching and increase students’ academic achievement, EFL teachers should use language learning strategies and foster positive language learning beliefs in their classes. Keywords: students‘ beliefs, Language learning strategies, specialists‘ English GPA, males and females, Saudi language
Abstract
As the training of language learners was a main concern of EFL teachers, this study aime... more Abstract As the training of language learners was a main concern of EFL teachers, this study aimed to assess the effectiveness of metacognitive reading strategies instruction (MRSI) on Taif University EFL students who achieved low results in reading. The final sample of this study was (21) female university students. The sample was divided into two groups; the experimental group, which consisted of (10) girls, and the control group, which consisted of (11) girls. By using the quasi experimental-research methodology, three research objectives were addressed in this study: (a) to examine whether there were significant differences between the experimental group and the control group on the employment of metacognitive reading strategies and reading comprehension post-tests): (b) to explore whether there were significant differences between the mean scores of pre- and post-tests on the English Language reading test: (c) to find out whether there were any significant differences between the mean scores of the post-test and the follow up of the use of metacognitive reading strategies and the English Language reading comprehension test given to the experimental group. Data from pre- and post-test measurements were used to investigate the impact the intervention had on EFL low achievers in reading. Statistical analyses of the data showed that there were statistically significant differences between the experimental group and the control group on the post-test reading comprehension test as well as the reading strategies questionnaire. These showed a significant improvement in the reading skill in the experimental group. They also revealed that there were statistically significant differences between the pre-test and post-test results for the experimental group on the reading comprehension test and the reading strategies. This showed that the experimental group improved in reading skills after the students participated in the program, as seen on the post-test. In the light of these results, the study provided a number of procedural recommendations that may contribute to raising the importance of metacognitive reading strategies training for the students with low achievement in reading. Keywords: EFL non-specialists, reading intervention, low achievers in reading, metacognitive reading strategies, reading comprehension, EFL training program
The present study investigates the effects of a programme on the improvement of female EFL
learne... more The present study investigates the effects of a programme on the improvement of female EFL learners’ listening comprehension. Saudi EFL learners seem to have difficulty understanding oral English texts. A listening comprehension test and listening strategies use questionnaire were administered to a total of 91 female EFL university learners .They were selected from first year preparatory students of non-English specializations. The participants of the study were randomly drawn from 20 groups at a Saudi University. The sample was divided into an experimental group of 54 students and a control group of 37 students. Prior to the treatment, the two groups were assessed on listening by pretest. The pretest score was used as a covariate to adjust for the initial difference in listening proficiency. This study examined whether there were significant differences between the experimental group and the control group on the English Language Listening post-test. The study also examined whether there were significant differences between the mean scores of pre and posttest of the English Language listening test. The Students‘ English Language Listening comprehension was measured by an English Language Listening test that was constructed by the researcher Participants’ listening strategies were measured by a Strategic Listening Likert–scale questionnaire (SLQ). Their listening comprehension skills were measured by an EFL listening comprehension test. A Pearson correlation analysis was run to test the effectiveness of the listening programme on the students‘ listening comprehension. The findings revealed that there were differences in the listening strategies and the listening comprehension test between the experimental and control groups on the post-test in favour of the experimental group. Therefore instructing EFL students on how to use strategies and monitoring the listening strategies are effective practices.
The objective of this study was to examine whether students` learning styles,
thinking styles and... more The objective of this study was to examine whether students` learning styles, thinking styles and their attitudes can be used as predictors of their English achievement. Survey research methods were employed to obtain data (n=181 first year university-level students of the Special Education and Kindergarten Departments at Taif University) who received the English 101 course in their first year at the university. Biggs, Kember & Leung (2001) Learning Style Inventory (2F-SPQ-R) was used as the basis for assessing respondents' learning style preferences. The Sternberg and Wagner’s (1992) Thinking Styles Inventory (TSI) was used to assess students` thinking styles. Results were statistically analyzed using multiple regression, correlations, descriptive statistics, reliability, ANOVAS, and the t-test. The results of the correlation analysis revealed the absence of a relationship between thinking styles and surface learning styles. There was also a negative relationship between thinking styles and deep learning style p<0.01 (r = 0.328-0.428). The results of regression analysis indicated that students’ academic achievement was not related to students’ thinking styles and learning styles. The findings also revealed that there was a positive relationship between achievement and attitudes. According to the Briggs, et al (2001)questionnaire, the results reported that students were equal in deep and surface approach scores. Keywords: learning styles, thinking styles, students` attitudes, English achievement
Abstract
This study aimed at discovering the effectiveness of a proposed program for
developing p... more Abstract This study aimed at discovering the effectiveness of a proposed program for developing phonological awareness skills for dyslexic students. The final sample of this study is (77) females (M=13.4 years, SD = 0.577 years), it is divided into two groups; the experimental group consists of (40) girls and the control group consists of (37) girls. They were selected from Taif, Saudi Arabia. Students` phonological awareness skills and their reading skills were measured by a phonological awareness test and a diagnostic reading test that were designed by the researcher. The research applied continued for three months which included the proposed program. The data showed that there are statistically significant differences between the experimental group and the control group on the post-test diagnostic reading test as well as the phonological awareness tasks, showing a significant increase in reading skills in the experimental group. It also reveals that there are statistically significant differences between the pre-test and post-test results for the experimental group on the phonological awareness test and diagnostic reading test. This shows that the experimental group had an increase in skills after having participated in the program as seen on the post-test. In light of these results, the study provides a number of procedural recommendations that may contribute to raising the degree of the importance of phonological awareness training for the students with reading difficulties. Keywords: phonological awareness skills; reading skills, English reading disabilities, phonological awareness program
Abstract
This article aimed to investigate the effects of the EFL learners‘ language learning bel... more Abstract This article aimed to investigate the effects of the EFL learners‘ language learning beliefs and the use of language learning strategies as predictors of students‘ English GPA. A total of 294 of English-major students at a Saudi University, including 99 males and 195 females whose levels ranged from 1st to 7th participated in this study. The primary aims of the study were to explore: (1) whether there are positive relationships between language learning beliefs, learning strategies and GPA, (2) whether there are significant differences between males and females in beliefs system and language learning strategies, (3) can language learning strategies and students‘ language learning beliefs predict Saudi students’ English GPA . Students were asked to answer questions on the 4-point Likert-scale Belief Questionnaire and 5- point Likert-scale Learning Strategies Inventory. The results of t-test showed that there are no differences between males and females in the achievement and using of language learning strategies. The results of one way ANOVAS analysis revealed there are differences between students across their different academic levels. The findings also reported that there are positive relationships between language learning beliefs, language learning strategies and academic achievement. The results of Multiple regression reported that language learning beliefs and learning strategies explained 79% of the GPA scores. The study results suggest that in order to meet a high standard of successful teaching and increase students’ academic achievement, EFL teachers should use language learning strategies and foster positive language learning beliefs in their classes. Keywords: students‘ beliefs, Language learning strategies, specialists‘ English GPA, males and females, Saudi language
Abstract
As the training of language learners was a main concern of EFL teachers, this study aime... more Abstract As the training of language learners was a main concern of EFL teachers, this study aimed to assess the effectiveness of metacognitive reading strategies instruction (MRSI) on Taif University EFL students who achieved low results in reading. The final sample of this study was (21) female university students. The sample was divided into two groups; the experimental group, which consisted of (10) girls, and the control group, which consisted of (11) girls. By using the quasi experimental-research methodology, three research objectives were addressed in this study: (a) to examine whether there were significant differences between the experimental group and the control group on the employment of metacognitive reading strategies and reading comprehension post-tests): (b) to explore whether there were significant differences between the mean scores of pre- and post-tests on the English Language reading test: (c) to find out whether there were any significant differences between the mean scores of the post-test and the follow up of the use of metacognitive reading strategies and the English Language reading comprehension test given to the experimental group. Data from pre- and post-test measurements were used to investigate the impact the intervention had on EFL low achievers in reading. Statistical analyses of the data showed that there were statistically significant differences between the experimental group and the control group on the post-test reading comprehension test as well as the reading strategies questionnaire. These showed a significant improvement in the reading skill in the experimental group. They also revealed that there were statistically significant differences between the pre-test and post-test results for the experimental group on the reading comprehension test and the reading strategies. This showed that the experimental group improved in reading skills after the students participated in the program, as seen on the post-test. In the light of these results, the study provided a number of procedural recommendations that may contribute to raising the importance of metacognitive reading strategies training for the students with low achievement in reading. Keywords: EFL non-specialists, reading intervention, low achievers in reading, metacognitive reading strategies, reading comprehension, EFL training program
The present study investigates the effects of a programme on the improvement of female EFL
learne... more The present study investigates the effects of a programme on the improvement of female EFL learners’ listening comprehension. Saudi EFL learners seem to have difficulty understanding oral English texts. A listening comprehension test and listening strategies use questionnaire were administered to a total of 91 female EFL university learners .They were selected from first year preparatory students of non-English specializations. The participants of the study were randomly drawn from 20 groups at a Saudi University. The sample was divided into an experimental group of 54 students and a control group of 37 students. Prior to the treatment, the two groups were assessed on listening by pretest. The pretest score was used as a covariate to adjust for the initial difference in listening proficiency. This study examined whether there were significant differences between the experimental group and the control group on the English Language Listening post-test. The study also examined whether there were significant differences between the mean scores of pre and posttest of the English Language listening test. The Students‘ English Language Listening comprehension was measured by an English Language Listening test that was constructed by the researcher Participants’ listening strategies were measured by a Strategic Listening Likert–scale questionnaire (SLQ). Their listening comprehension skills were measured by an EFL listening comprehension test. A Pearson correlation analysis was run to test the effectiveness of the listening programme on the students‘ listening comprehension. The findings revealed that there were differences in the listening strategies and the listening comprehension test between the experimental and control groups on the post-test in favour of the experimental group. Therefore instructing EFL students on how to use strategies and monitoring the listening strategies are effective practices.
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Papers by Nasrah Ismail
thinking styles and their attitudes can be used as predictors of their English
achievement. Survey research methods were employed to obtain data (n=181 first
year university-level students of the Special Education and Kindergarten Departments
at Taif University) who received the English 101 course in their first year at the
university. Biggs, Kember & Leung (2001) Learning Style Inventory (2F-SPQ-R) was
used as the basis for assessing respondents' learning style preferences. The Sternberg
and Wagner’s (1992) Thinking Styles Inventory (TSI) was used to assess students`
thinking styles.
Results were statistically analyzed using multiple regression, correlations,
descriptive statistics, reliability, ANOVAS, and the t-test. The results of the
correlation analysis revealed the absence of a relationship between thinking styles and
surface learning styles. There was also a negative relationship between thinking styles
and deep learning style p<0.01 (r = 0.328-0.428). The results of regression analysis
indicated that students’ academic achievement was not related to students’ thinking
styles and learning styles. The findings also revealed that there was a positive
relationship between achievement and attitudes. According to the Briggs, et al (2001)questionnaire, the results reported that students were equal in deep and surface
approach scores.
Keywords: learning styles, thinking styles, students` attitudes, English achievement
This study aimed at discovering the effectiveness of a proposed program for
developing phonological awareness skills for dyslexic students. The final sample of
this study is (77) females (M=13.4 years, SD = 0.577 years), it is divided into two
groups; the experimental group consists of (40) girls and the control group consists of
(37) girls. They were selected from Taif, Saudi Arabia. Students` phonological
awareness skills and their reading skills were measured by a phonological awareness
test and a diagnostic reading test that were designed by the researcher. The research
applied continued for three months which included the proposed program. The data
showed that there are statistically significant differences between the experimental
group and the control group on the post-test diagnostic reading test as well as the
phonological awareness tasks, showing a significant increase in reading skills in the
experimental group. It also reveals that there are statistically significant differences
between the pre-test and post-test results for the experimental group on the
phonological awareness test and diagnostic reading test. This shows that the
experimental group had an increase in skills after having participated in the program
as seen on the post-test. In light of these results, the study provides a number of
procedural recommendations that may contribute to raising the degree of the
importance of phonological awareness training for the students with reading
difficulties.
Keywords: phonological awareness skills; reading skills, English reading disabilities,
phonological awareness program
This article aimed to investigate the effects of the EFL learners‘ language learning beliefs and the use of
language learning strategies as predictors of students‘ English GPA. A total of 294 of English-major
students at a Saudi University, including 99 males and 195 females whose levels ranged from 1st to 7th
participated in this study. The primary aims of the study were to explore: (1) whether there are positive
relationships between language learning beliefs, learning strategies and GPA, (2) whether there are
significant differences between males and females in beliefs system and language learning strategies, (3)
can language learning strategies and students‘ language learning beliefs predict Saudi students’ English
GPA . Students were asked to answer questions on the 4-point Likert-scale Belief Questionnaire and 5-
point Likert-scale Learning Strategies Inventory. The results of t-test showed that there are no differences
between males and females in the achievement and using of language learning strategies. The results of
one way ANOVAS analysis revealed there are differences between students across their different academic
levels. The findings also reported that there are positive relationships between language learning beliefs,
language learning strategies and academic achievement. The results of Multiple regression reported that
language learning beliefs and learning strategies explained 79% of the GPA scores. The study results
suggest that in order to meet a high standard of successful teaching and increase students’ academic
achievement, EFL teachers should use language learning strategies and foster positive language learning
beliefs in their classes.
Keywords: students‘ beliefs, Language learning strategies, specialists‘ English GPA, males and females, Saudi language
As the training of language learners was a main concern of EFL teachers, this study aimed to assess the
effectiveness of metacognitive reading strategies instruction (MRSI) on Taif University EFL students who
achieved low results in reading. The final sample of this study was (21) female university students. The sample
was divided into two groups; the experimental group, which consisted of (10) girls, and the control group, which
consisted of (11) girls. By using the quasi experimental-research methodology, three research objectives were
addressed in this study: (a) to examine whether there were significant differences between the experimental
group and the control group on the employment of metacognitive reading strategies and reading comprehension
post-tests): (b) to explore whether there were significant differences between the mean scores of pre- and
post-tests on the English Language reading test: (c) to find out whether there were any significant differences
between the mean scores of the post-test and the follow up of the use of metacognitive reading strategies and the
English Language reading comprehension test given to the experimental group. Data from pre- and post-test
measurements were used to investigate the impact the intervention had on EFL low achievers in reading.
Statistical analyses of the data showed that there were statistically significant differences between the
experimental group and the control group on the post-test reading comprehension test as well as the reading
strategies questionnaire. These showed a significant improvement in the reading skill in the experimental group.
They also revealed that there were statistically significant differences between the pre-test and post-test results
for the experimental group on the reading comprehension test and the reading strategies. This showed that the
experimental group improved in reading skills after the students participated in the program, as seen on the
post-test. In the light of these results, the study provided a number of procedural recommendations that may
contribute to raising the importance of metacognitive reading strategies training for the students with low
achievement in reading.
Keywords: EFL non-specialists, reading intervention, low achievers in reading, metacognitive reading strategies,
reading comprehension, EFL training program
learners’ listening comprehension. Saudi EFL learners seem to have difficulty understanding oral
English texts. A listening comprehension test and listening strategies use questionnaire were
administered to a total of 91 female EFL university learners .They were selected from first year
preparatory students of non-English specializations. The participants of the study were randomly
drawn from 20 groups at a Saudi University. The sample was divided into an experimental group
of 54 students and a control group of 37 students. Prior to the treatment, the two groups were assessed
on listening by pretest. The pretest score was used as a covariate to adjust for the initial difference
in listening proficiency. This study examined whether there were significant differences between the
experimental group and the control group on the English Language Listening post-test. The study
also examined whether there were significant differences between the mean scores of pre and posttest
of the English Language listening test. The Students‘ English Language Listening comprehension
was measured by an English Language Listening test that was constructed by the researcher
Participants’ listening strategies were measured by a Strategic Listening Likert–scale questionnaire
(SLQ). Their listening comprehension skills were measured by an EFL listening comprehension test.
A Pearson correlation analysis was run to test the effectiveness of the listening programme on the
students‘ listening comprehension. The findings revealed that there were differences in the listening
strategies and the listening comprehension test between the experimental and control groups on the
post-test in favour of the experimental group. Therefore instructing EFL students on how to use
strategies and monitoring the listening strategies are effective practices.
thinking styles and their attitudes can be used as predictors of their English
achievement. Survey research methods were employed to obtain data (n=181 first
year university-level students of the Special Education and Kindergarten Departments
at Taif University) who received the English 101 course in their first year at the
university. Biggs, Kember & Leung (2001) Learning Style Inventory (2F-SPQ-R) was
used as the basis for assessing respondents' learning style preferences. The Sternberg
and Wagner’s (1992) Thinking Styles Inventory (TSI) was used to assess students`
thinking styles.
Results were statistically analyzed using multiple regression, correlations,
descriptive statistics, reliability, ANOVAS, and the t-test. The results of the
correlation analysis revealed the absence of a relationship between thinking styles and
surface learning styles. There was also a negative relationship between thinking styles
and deep learning style p<0.01 (r = 0.328-0.428). The results of regression analysis
indicated that students’ academic achievement was not related to students’ thinking
styles and learning styles. The findings also revealed that there was a positive
relationship between achievement and attitudes. According to the Briggs, et al (2001)questionnaire, the results reported that students were equal in deep and surface
approach scores.
Keywords: learning styles, thinking styles, students` attitudes, English achievement
This study aimed at discovering the effectiveness of a proposed program for
developing phonological awareness skills for dyslexic students. The final sample of
this study is (77) females (M=13.4 years, SD = 0.577 years), it is divided into two
groups; the experimental group consists of (40) girls and the control group consists of
(37) girls. They were selected from Taif, Saudi Arabia. Students` phonological
awareness skills and their reading skills were measured by a phonological awareness
test and a diagnostic reading test that were designed by the researcher. The research
applied continued for three months which included the proposed program. The data
showed that there are statistically significant differences between the experimental
group and the control group on the post-test diagnostic reading test as well as the
phonological awareness tasks, showing a significant increase in reading skills in the
experimental group. It also reveals that there are statistically significant differences
between the pre-test and post-test results for the experimental group on the
phonological awareness test and diagnostic reading test. This shows that the
experimental group had an increase in skills after having participated in the program
as seen on the post-test. In light of these results, the study provides a number of
procedural recommendations that may contribute to raising the degree of the
importance of phonological awareness training for the students with reading
difficulties.
Keywords: phonological awareness skills; reading skills, English reading disabilities,
phonological awareness program
This article aimed to investigate the effects of the EFL learners‘ language learning beliefs and the use of
language learning strategies as predictors of students‘ English GPA. A total of 294 of English-major
students at a Saudi University, including 99 males and 195 females whose levels ranged from 1st to 7th
participated in this study. The primary aims of the study were to explore: (1) whether there are positive
relationships between language learning beliefs, learning strategies and GPA, (2) whether there are
significant differences between males and females in beliefs system and language learning strategies, (3)
can language learning strategies and students‘ language learning beliefs predict Saudi students’ English
GPA . Students were asked to answer questions on the 4-point Likert-scale Belief Questionnaire and 5-
point Likert-scale Learning Strategies Inventory. The results of t-test showed that there are no differences
between males and females in the achievement and using of language learning strategies. The results of
one way ANOVAS analysis revealed there are differences between students across their different academic
levels. The findings also reported that there are positive relationships between language learning beliefs,
language learning strategies and academic achievement. The results of Multiple regression reported that
language learning beliefs and learning strategies explained 79% of the GPA scores. The study results
suggest that in order to meet a high standard of successful teaching and increase students’ academic
achievement, EFL teachers should use language learning strategies and foster positive language learning
beliefs in their classes.
Keywords: students‘ beliefs, Language learning strategies, specialists‘ English GPA, males and females, Saudi language
As the training of language learners was a main concern of EFL teachers, this study aimed to assess the
effectiveness of metacognitive reading strategies instruction (MRSI) on Taif University EFL students who
achieved low results in reading. The final sample of this study was (21) female university students. The sample
was divided into two groups; the experimental group, which consisted of (10) girls, and the control group, which
consisted of (11) girls. By using the quasi experimental-research methodology, three research objectives were
addressed in this study: (a) to examine whether there were significant differences between the experimental
group and the control group on the employment of metacognitive reading strategies and reading comprehension
post-tests): (b) to explore whether there were significant differences between the mean scores of pre- and
post-tests on the English Language reading test: (c) to find out whether there were any significant differences
between the mean scores of the post-test and the follow up of the use of metacognitive reading strategies and the
English Language reading comprehension test given to the experimental group. Data from pre- and post-test
measurements were used to investigate the impact the intervention had on EFL low achievers in reading.
Statistical analyses of the data showed that there were statistically significant differences between the
experimental group and the control group on the post-test reading comprehension test as well as the reading
strategies questionnaire. These showed a significant improvement in the reading skill in the experimental group.
They also revealed that there were statistically significant differences between the pre-test and post-test results
for the experimental group on the reading comprehension test and the reading strategies. This showed that the
experimental group improved in reading skills after the students participated in the program, as seen on the
post-test. In the light of these results, the study provided a number of procedural recommendations that may
contribute to raising the importance of metacognitive reading strategies training for the students with low
achievement in reading.
Keywords: EFL non-specialists, reading intervention, low achievers in reading, metacognitive reading strategies,
reading comprehension, EFL training program
learners’ listening comprehension. Saudi EFL learners seem to have difficulty understanding oral
English texts. A listening comprehension test and listening strategies use questionnaire were
administered to a total of 91 female EFL university learners .They were selected from first year
preparatory students of non-English specializations. The participants of the study were randomly
drawn from 20 groups at a Saudi University. The sample was divided into an experimental group
of 54 students and a control group of 37 students. Prior to the treatment, the two groups were assessed
on listening by pretest. The pretest score was used as a covariate to adjust for the initial difference
in listening proficiency. This study examined whether there were significant differences between the
experimental group and the control group on the English Language Listening post-test. The study
also examined whether there were significant differences between the mean scores of pre and posttest
of the English Language listening test. The Students‘ English Language Listening comprehension
was measured by an English Language Listening test that was constructed by the researcher
Participants’ listening strategies were measured by a Strategic Listening Likert–scale questionnaire
(SLQ). Their listening comprehension skills were measured by an EFL listening comprehension test.
A Pearson correlation analysis was run to test the effectiveness of the listening programme on the
students‘ listening comprehension. The findings revealed that there were differences in the listening
strategies and the listening comprehension test between the experimental and control groups on the
post-test in favour of the experimental group. Therefore instructing EFL students on how to use
strategies and monitoring the listening strategies are effective practices.