Discovery Listening and Explicit Strategy-Based-Instruction Models’ Effect on the Iranian Intermediate EFL Listening Comprehension

摘要

The study aims to compare the effect of Discovery Listening (DisL) with explicit Strategy-Based Instruction (SBI) on the Iranian EFL listening comprehension (LC). The participants were 79 students at a university in northern Iran. The main instruments included LC Strategy Table, the related lesson plans, listening Strategy Checklist for SBI and task paper for DisL Group. Results show that there is no significant difference between SBI and DisL methods.