Owolewa, O. Olusegun, Olu. Oyewole


The use of conventional instructional strategy has failed to address negative attitude to listening comprehension. This study, therefore, determined the effects of listening strategies’ instruction on senior secondary school students’ attitude to listening comprehension. This research adopted a pretest, treatment and posttest quasi- experimental factorial design. A total sample of one hundred and twenty participants were randomly selected and assigned to three treatment groups of listening strategies, discourse markers instructions and the control which was not exposed to instruction. The instruments used were: The Listening Attitude Questionnaire, Teachers’ Instructional Guide on listening strategies’ instructions; Teachers Instructional Guide on Modified Conventional Strategy and Evaluation sheet for Assessing Teachers’ Performance on the use of the Strategies (ESAT). Data were analyzed using ANCOVA at 0.05 level of significance. There was a significant difference in the attitude to listening [F(1, 117) = 94.64, p < 0.05]. Those exposed to listening strategies instruction had a better attitude to listening and a better listening comprehension than those exposed to other instructions. 


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attitude to listening comprehension, discourse markers’ instruction, secondary schools


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DOI: http://dx.doi.org/10.46827/ejes.v0i0.902


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