The Effects of Genre-Based Instruction on Iranian EFLLearners’ Listening Comprehension

This study aims at uncovering the effect(s) of genre-based instruction (GBI) onlistening proficiency among Iranian EFL learners. Moreover, it seeks to explorethe relationship between effectiveness of GBI and listening proficiency. For thispurpose, 68 EFL learners in two different groups at Zabol University wereselected. Group A included 30 participants (12 males and 18 females), and GroupB consisted of 36 participants (16 males, and 22 females). Group A was dividedinto treatment and control groups and underwent two listening proficiency testsfor pre and posttest. Results of independent t-test indicated that treatment groupoutperformed the control group as the result of GBI (p =. 001, t = 3.740). Based onthe proficiency test, Group B was also divided into proficient and less-proficientgroups; each one underwent two listening tests for pre and posttest. Results ofindependent t-test and paired t-test revealed both groups improved significantly asthe result of GBI (p=.00, correlation=.949, and .945 for proficient and lessproficientgroups respectively) indicating that listening proficiency is not asignificant factor in effectiveness of GBI.

Keywords:

Genre-Based Instruction , Listening Proficiency , Iranian EFL learners