An Investigation into English as a Foreign Language Teacher Adoption of Listening Tasks and EFL Learner Feedback in Iraqi Classrooms context

Abstract

The variation between the importance of strategic listening training and the utilization as a pedagogy in Iraqi (EFL) class classroom is being debated, this qualitative observational research article.

While the comprehension of listening is the cornerstone of language development, research has shown that it usually ends up being constraint testing rather than conscious skill-acquisition, driven by context-failure boundaries and possibly get learners apprehensive. Two research study analyzed 15 hours of class room observation videotaped of two Iraqi EFL teachers with a descriptive case study design. Instruction episodes and observable student behavior from transcribed data were analyzed, drawing three main conclusions: 1) The teacher enacted more product‐oriented than process‐oriented instructional strategy that resulted in very little scaffolding, especially in the most relevant pre‐listening stage. 2) Student activity was highly polarized, with passive compliance in the form of majority practice standing out in sharp relief to autonomous use of sophisticated strategies by students (e.g., L1 translation and natural note-taking.3) Instructional decision making was highly reactive to system pressures, like extensive technical constraints and pressure to respect content calendars. The study argues that current oriented listening pedagogy is primarily not process-oriented; and there is an immediate need for training practitioners in explicit, metacognitive listening strategy instruction levelled to local resource limitations