The Effect of Pre, While, and Post Listening Activities on Developing efl students’ Listening Skills Srilakshmi Movva
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A. Data Analysis
The data from the two groups were compared to examine the data and answer the research question. The crucial value of t was used to analyze the data. The data were analyzed using the Statistical Package for Social Science (SPSS). To establish the significance of the difference in mean scores across groups at the 0.05 level, the researcher used an independent sample t-test. The researcher had to guarantee that the learners in the experimental and control groups had the same quantity of knowledge about the listening ability under investigation for the groups to be comparable and for a study like this to be meaningful. All participants were given a pre-test to check their listening capacity to meet this requirement. Table 1 reflected the descriptive data for the participants' mean pre-test scores across the two groups. Following the scoring of the exams, the findings were statistically analyzed to provide responses to the study questions. T ABLE 1 D ESCRIPTIVE S TATISTICS O F L EARNERS ' P RETEST S CORES Group N Mean Std. Deviation Std. Error Mean Control 50 32.97 3.335 .472 Experimental 50 33.03 4.106 .581 The mean scores for the two groups were statistically quite similar (32.97, 33.03), as shown in table 1. As a result, it was possible to infer that the learners in the two groups did not differ significantly in terms of their understanding of the target forms in consideration. That is, before the study, the participants' previous knowledge of the target forms was statistically nearly identical, but a paired sample t-test was performed to ensure the close uniformity of the two groups. The results of the first study question showed that there was no statistically significant difference in the mean scores of the experimental group and the control group in the pre-test. The findings of descriptive statistics on the posttest scores of the two groups are presented in Table 2. T ABLE 2 D ESCRIPTIVE S TATISTICS O F L EARNERS ' P OSTTEST S CORES Group N Mean Std. Deviation Std. Error Mean Control 50 33.24 3.212 .455 Experimental 50 36.42 4.717 .668 Given the data in Table 2, it was evident that the experimental group's mean post-test score (36.42) was greater than the control group's (33.24). The response to the second study question was that the experimental group and control group had a significant difference in the mean scores in the post-test. B. Investigation of the Assumption As a part of investigating the effect of the experiment on the participants, a paired sample t-test was done as shown in Table 3. The purpose of the t-test was to realize the effectiveness of the experiment by comparing the acquired mean scores of the participants of the two groups. As the differences between the means were concerned, two-tailed significance was used. THEORY AND PRACTICE IN LANGUAGE STUDIES 1503 © 2022 ACADEMY PUBLICATION T ABLE 3 P AIRED S AMPLE T - TEST Paired Differences Group Mean Std. Deviation Std. Error Mean 95% Confidence Interval of the Difference T df Sig. (2-tailed) Lower Upper Control .280 1.691 .239 -.201 .761 1.172 29 .246 Experimental 3.400 3.725 .527 2.341 4.459 6.545 29 .000 In the control group, the statistical quantity of the t-test and the level of significant value were 1.172 and .246, respectively, indicating a p-value more than .05. As a result, there was no change in the control group learners' results. The statistical quantity of the t-test and the level of significant value in the experimental group, on the other hand, were 6.545 and .000, respectively. At the.05 levels of significance, the summary could be that there was a statistically significant difference in the experimental group before performing the pre-listening, while-listening, and post-listening activities and after performing the pre-listening, while-listening, and post-listening activities. The f values were then evaluated at the.05 sig. level (p) and the data was analyzed using SPSS 20. Table 4 shows one-way ANOVA and the t-test used to examine the data from both the pre-test and post-test. T ABLE 4 L EVENE ’ S T EST F OR E QUALITY O F V ARIANCES (A NOVA ) A ND T-T EST F OR E QUALITY O F M EANS Levene’s Test for Equality of Variances F Sig. t-test for Equality of Means Mean Std. Error difference 95% Confidence Interval of the Difference t df Sig. (2- tailed) Lower Upper Pre Test Equal Variances Assumed 8.160 .005 -.060 .748 -1.544 1.424 -.080 58 .936 Equal Variances not Assumed -.060 .748 -1.545 1.425 -.080 54.050 .936 Post Test Equal Variances Assumed 6.766 .010 -3.180 .807 -4.782 -1.578 -3.940 58 .000 Equal Variances not Assumed -3.180 .807 -4.782 -1.576 -3.940 56.403 .000 The F value for Levene's test for equality of variances was 6.766, with a significant value of .010. This number was higher than .05. In other words, both groups showed similar variance, indicating that they are independent of one another, indicating that the t-test and one-way ANOVA are appropriate for the research. Furthermore, when compared to its pre-test mean score, the experimental group's post-test mean score had increased significantly, and it was much higher than the control group's post-test mean scores. As a result, we can confidently state that the experimental group's scores before and after performing pre-listening, while-listening, and post-listening activities differed. As a result, the answer to the second study question was that there was a genuine difference in performance between the two groups, and the experimental group outperformed the control group statistically. To address the third study question, the researchers interviewed and recorded the replies of the experimental group members. The researchers listened to the responses and qualitatively examined them. The students responded positively to the first interview question on their feelings about pre, during, and post- listening exercises, expressing that they enjoy the activities since they have increased their listening comprehension. They also mentioned that several of these exercises fostered group effort, which enhanced not just their listening abilities but also their other talents. The majority of students reported that the pre-listening activity helped them to comprehend the concept of the TED presentation and gave them a rough notion of what they would listen to. In terms of group work, the majority of students stated that taking notes while listening was extremely beneficial since it allowed them to reconstruct the entire conversation. There were a variety of responses to the second study question, which asked students to provide recommendations to improve the teaching of listening comprehension. Some students said that they couldn't comprehend Raminder Dhillon's presentations, while others claimed that they couldn't follow Jasmeen Patheja's talks because of her accent. They advised selecting speakers who talk in plain language. For higher levels of meaning and comprehension, some students proposed focusing on context-based activities rather than fact-based ones. A considerable proportion of students said that engaging in listening exercises utilizing a range of media such as sound files, podcasts, slideshows, and other digital information will help them enhance their listening comprehension. Some requested that listening comprehension be emphasized across all semesters since it would help them in the long term. IV. D ISCUSSION AND C ONCLUSION 1504 THEORY AND PRACTICE IN LANGUAGE STUDIES © 2022 ACADEMY PUBLICATION Thus, pre-listening, while-listening, and post-listening exercises could help EFL learners to improve their listening skills. The fact that learners who got pre, while, and post-listening instruction performed much higher on the posttest implied that the experiment was helpful in encouraging learners to grasp the listening text. Furthermore, through the educational intervention, learners adapted the examples given during the experiment period to real-life circumstances. In summary, while the duration and breadth of this study were restricted, the findings clearly showed that pre-listening, while-listening, and post-listening activities expedite accomplishment and had a beneficial influence on some crucial aspects such as motivation and joy of the class. The students' responses to the interview questions demonstrated their enthusiasm for the before, during, and post- listening exercises that improved their listening comprehension. They also expressed gratitude for the activities that made learning simpler for them by allowing them to listen to the material and take notes. According to the interview questions, the activities enhanced group collaboration and assisted students in expanding their networks. Several options for further research are open in light of the current study's findings: The current study may serve as a foundation for future research to see whether the same results are produced when pre-listening, while-listening, and post-listening studies are conducted in connection to other areas of listening comprehension. Given that this study is conducted with two groups of female graduate students from a private engineering college, it is proposed that comparable studies with mixed-gender subjects can be duplicated to examine the effects of topic, memory, and text length on listening comprehension. Language teachers and syllabus writers are expected to incorporate a variety of pre- listening, while-listening, and post-listening activities, as well as shift the emphasis of listening lessons from testing listening to teaching listening, to assist language learners in improving their listening performance. A PPENDIX A Download 1.06 Mb. Do'stlaringiz bilan baham: 
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