Promoting Secondary School Students' EFL Critical Listening Skills Through Procedural Strategies

Abstract

This research aimed at investigating the effectiveness of using the Procedural Strategies to enhance EFL student' critical listening skills. The research followed the pre-post, quuasi-expermintal design. The participants were 35 second year secondary school students. To identify the most important and required EFL critical listening skills for the participants, a checklist was developed and validated by a number of EFL jury members. A pre and post EFL critical listening skills tests were developed. Students were pre-tested, to determine their entry level of EFL critical listening skills. Then, they were trained Procedural Strategies on how to develop their critical listening skills. The post-test was administered on the participants to assess their progress. Findings of the research revealed that there is a statistically significant difference at the (0.01) level between the mean scores of the experimental group that of the control group in post-administration test in favor of the experimental group.