The Effect of Combined Instruction Strategy on Secondary School Students' Listening Comprehension
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Abstract
Combined Instruction Strategy regards as a means of fostering the learners’ competence in selection and coordination of appropriate strategies for their listening skill uses by students to perceive what the speaker is saying and to interpret what they intend to mean. This study aims to find out the effect of CIS on the EFL secondary school students' achievement in listening comprehension. The population of the present study is (652) students which represents all the students of the fifth secondary classes in Al-Sharqat city during the academic year (2024-2025), The participants consisted of (58) students, EC=39 and CG=19. at Al-Rafal Secondary School, 78.37% of original population. The two groups have been taught the same instructional material "listening comprehension sections" which includes all audios of the three units (two, three, and five) assigned in Student’s Book 5 and Activity Book for 12 weeks. Both groups are equalized in their age, the parents educational attainment, and their scores in the previous year. The EG received explicit, and combined instruction strategy bases on process-based listening strategy instruction. The CG received the conventional teaching of listening. Then, achievement posttest of five questions has been constructed on (58) students for the two groups to assess the students’ listening comprehension. Also, the students' attainment is improved in listening skills, and this is due to the strategy. The study ends with a number of conclusions, recommendations and suggestions for further that are presented in light of the results.
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