Exploring the Effect of Group Dynamics on the Development of Socio-Affective Vs. Cognitive Strategies of Listening Skills in Iranian EFL Learners

The aim of this study was to determine if group dynamics affect Iranian EFL learners' socio-affective and cognitive strategies of listening skills. Participants were a sample of ۹۰ students from the population of Iranian EFL learners studying English in the Sadat Language Institute in Tehran, Iran. The experiment was conducted in ۸ weeks. In the first week, students took a pre-test and randomized in the control and experimental group based on their scores. They underwent the treatment for a period of six weeks. Both groups practiced the listening exercises once a week (۴۵ minutes) for a period of six weeks. The experimental group received instructions on how to employ socio affective and cognitive strategies for listening tasks. They were asked to reflect their feelings and worries either by writing or talking about them. They were encouraged communicating with their peers and the researcher. The control group, on the other hand, did not receive any explicit instruction from the researcher. The results revealed learners’ socio-affective and cognitive strategies of listening skills were significantly affected by group dynamics. The product of this study can help curriculum designers; language instructors and practitioners appreciate the importance of group dynamics.

Keywords:

“EFL learners” , “group dynamics” , “listening skills” , “socio-affective and cognitive strategies”