On the Impact of Transcription as a Pre-Listening Strategy on EFL Learners’ Listening Comprehension Ability

Abstract

This study intended to probe into a kind of precise research over the effect of transcription, having learners write in advance, and non-transcription based listening tasks on Iranian EFL learners’ listening comprehension. It involved 30 female learners studying EFL at Shokouh English Institute in Rasht. Their proficiency level was determined by Oxford Quick Placement Test to ascertain that they were homogeneous. They were then randomly assigned into two groups (control and experimental) comprising 15 in each. The experimental group received four-week treatment, asking to listen to eight listening drills taken from ESL-lab listening website earlier in time and transcribe them. Meanwhile, the control group was asked to listen to the same listening drills offhand without prior transcribing. Subsequently, learners in both groups answered the oral questions about listening tasks. Having done a posttest, the results were compared to demonstrate the effectiveness of the treatments in the experimental group. Based on the findings, having learners to transcribe in advance was useful to English language teaching methods. In addition, language teachers can utilize transcription as a pre-listening strategy to improve their learners’ listening comprehension ability.

Keywords

• Intermediate level
• Listening comprehension ability
• Pre-listening activities
• Strategy
• Transcription