The Effect of Form-filling vs. Sequencing Tasks on Intermediate Iranian EFL Learners’ Listening Comprehension

This study was conducted to investigate the effect of two listening tasks of form-filling and sequencing on EFL learners’ listening comprehension ability. The participants were 42 female intermediate level students that were selected through convenience sampling from Amirkabir and Milad Language Institutes in Hamedan, and they were randomly assigned into two experimental groups (form-filling and sequencing groups) and a control group. At the beginning of the study, the three groups were administered a pre-test (PET listening test)to take up the initial differences among them. Then the subjects in the three groups attended 10 nintey-minute class sessions during which the experimental groups were taught form-filling and sequencing.At the end of the sessions, another PET listening test was given as the posttest. Finally, the performances of the groups were compared through running Mann-Whitney U and Kruskal Wallis tests. The results showed that the experimental groups performed significantly better than the control group. This can have important implications for language teachers and materials developers.

Keywords:

Form-filling task , Sequencing task , Listening comprehension , EFL learners.