The Effect of Pre, While, and Post Listening Activities on Developing efl students’ Listening Skills Srilakshmi Movva

significance of the difference in mean scores between groups at the 0.05 level. The quantitative data analysis 
and evaluation of the mean scores of the two groups on the post-test demonstrated that learners who were 
exposed to pre-listening, while-listening, and post-listening activities outperformed the learners in the control 
group. Also, qualitative analysis was done by interviewing the students and recording their responses to the 
implementation of the experiment.
 
Index Terms—effect, pre-listening, while-listening, post-listening, EFL Students 
 
I.
I
NTRODUCTION
A. What Is the Listening Skill? 
Listening is a process in which individuals focus on a particular region of sensory input, build meaning from 
passages, and relate what they hear to existing knowledge, according to O'Malley et al. (1989). Hearing is a complex 
mechanism that enables humans to comprehend spoken words, according to Rost (1994). Anderson and Lynch (1988) 
describe listening as the means of instantaneous oral creation, the copying of uttered forms. To completely comprehend 
the message, listeners take in the information as well as actively evaluate it. The purpose of listening comprehension is 
for pupils to be able to discuss and write about what they have heard. The authors stress that the "mental model" that is 
produced as a representation of a spoken message is the result of our combining fresh information from what we just 
heard with our past knowledge and experience. Listening, according to Buck (2001), is an active means of developing 
meaning by applying knowledge to the incoming sound, which includes both linguistic and non-linguistic information. 
B. Importance of Listening Skill 
Listening is a fundamental ability, along with speaking, reading, and writing, that is used in daily communication. It's 
crucial since it's the first skill people learn or acquire, and it's the most widely used communication skill. Listening is a 
crucial part of communication; it is estimated that listening accounts for 40-50 percent of overall communication time, 
whereas speaking accounts for 25-30 percent, reading accounts for 11-16 percent, and writing accounts for roughly 9 
percent according to Mendelsohn (1994). He also adds that listening comprehension though has long been a neglected 
ISSN 1799-2591
Theory and Practice in Language Studies, Vol. 12, No. 8, pp. 1500-1507, August 2022
DOI: https://doi.org/10.17507/tpls.1208.05
© 2022 ACADEMY PUBLICATION

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and under-taught component of English in many EFL programs; it is now widely recognized as a far more significant 
skill in EFL courses. Nunan (1998) found that listening is a process of actively analyzing and building meaning from 
both verbal and nonverbal signals. As a result, labeling listening as a passive skill is deceptive. This misunderstanding 
may stem from the fact that pupils appear to do little more than sit quietly in a language lab, listen to pre-recorded talks, 
and respond to questions regarding the oral stimulus. As a result, it is evident that listening is not as "passive" as 
initially assumed, as it demands a range of sophisticated activities on the learners' part. Listening, thus has gotten a lot 
of attention lately since the need for listening skills among EFL English language learners is increasing. 
C. Teacher’s Role in Teaching Listening 
Gardner and Lambert (1972) assert that in order to engage students, teachers must convey content in a vibrant and 
engaging manner. Teachers should also identify activities and employ a variety of tactics. Brown (1994) believes that 
the teacher should assist students to create a schema for what they will listen to before class. Rost (1994) states that 
language teachers should provide different types of assistance to their students to help them enhance their listening 
skills. Communicating with learners in the target language, improving the understanding of their listening styles and 
techniques, and offering a diversity of materials, communication styles, and listening situations are all part of this. 
Underwood (1989) says that teachers should provide systematic chances for pupils to learn how to detect the purpose of 
an expression or discussion, ascertain who is speaking and to whom, and recondite the mood and disposition of the 
speakers.