Effect of Power Point Enhanced Teaching (Visual Input) on Iranian Intermediate EFL Learners’ Listening Comprehension Ability

Samira Sehati, Morteza Khodabandehlou

Abstract


The present investigation was an attempt to study on the effect of power point enhanced teaching (visual input) on Iranian Intermediate EFL learners’ listening comprehension ability. To that end, a null hypothesis was formulated as power point enhanced teaching (visual input) has no effect on Iranian Intermediate EFL learners' listening comprehension ability. The participants of the study were 100 students at Kish language institute. After administrating an OPT test, 40 intermediate students were randomly selected and divided into control and experimental groups. Both groups participated in pretest of listening comprehension. The purpose of such a test was to measure the initial subject knowledge of participants in listening comprehension ability in both groups. Then the control group received no treatment while the experimental group received treatment based on power point enhanced teaching (visual input). The whole project took for 8 sessions. Finally both groups sat for the post test of listening comprehension ability. In the analysis phase of the study, the data collected from the control and experimental group was analyzed through SPSS software. ANCOVA was run to compare the results to find out whether there was any significant difference among the scores of two groups or not. It was found that students in experimental group performed significantly better than control group. So the null hypothesis as power-point enhanced teaching (visual input) does not have effect on Iranian Intermediate EFL learners’ listening comprehension ability was rejected. The result showed that power point enhanced teaching (visual input) had impact on subjects' listening comprehension ability. The findings of the present study are of value to all those involved in developing and designing listening materials for EFL learners, besides teachers, testers, and curriculum planners.

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DOI: https://doi.org/10.5296/jei.v3i2.12323

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Journal of Educational Issues  ISSN 2377-2263

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