امیرحسین لطفی

This study investigates the impact of listening to English songs on the acquisition of phrasal verbs among Iranian intermediate EFL learners. A sample of 100 learners initially took the Oxford Placement Test to assess language proficiency. Based on the homogeneity test results, 80 learners, whose scores were within one standard deviation of the mean, were selected for the study. These participants were divided randomly and equally into an experimental group and a control group, each consisting of 40 female learners. The experimental group was taught phrasal verbs using English songs as examples in eight instructional sessions, which incorporated interactive speaking activities and feedback. Conversely, the control group received the same instruction and activities without the use of songs; instead, written examples and teacher narration were provided. All sessions were conducted via Telegram, with identical content for both groups, except for the presence of songs in the experimental group. An independent samples t-test was performed to analyze the differences between the two groups in pretest and posttest performance. Results showed that listening to songs significantly enhanced the learning of phrasal verbs in the experimental group. The study concludes with theoretical and pedagogical implications for EFL teaching.

This study explores the impact of supplementary blended learning on the listening comprehension skills of Iranian English as a Foreign Language (EFL) learners. A sample of 60 male Iranian EFL learners was selected from a population of 100 learners studying English at Pardis Language Institute, Hamadan, Iran, via double-stage sampling. After being selected, participants were sorted into two groups, that is, a control group and an experimental group. In the treatment sessions, all participants listened to parts of the American English File (book 2). The participants in the control group received the usual procedure of teaching listening in the institute. In the experimental group, the students received target language input via videos and supplementary reading materials before classes so that they had sufficient exposure to the input. The listening topics were uploaded on a common social networking site, i.e., the telegram application, which was also reserved for giving teachers feedback on the students’ questions. The results of the data analysis showed that supplemental blended learning had a statistically significant effect on EFL learners’ listening comprehension. In other words, the research question was answered positively, and the corresponding null hypothesis was rejected.