The Role of Verbalization in Listening Conceptual Formation among Iranian EFL Learners: A STI Perspective

The present study was an attempt to investigate the significance of verbalization and teaching the concepts of listening on the development of listening performance among Iranian EFL learners. To do so, an experimental study was designed in which the participants were sixty pre-intermediate learners selected based on the results of their performance on a standard version of Oxford Placement Test (OPT). The participants were divided into two experimental groups. The learners in experimental group I (Systemic Theoretical Instruction- Explanation and Materialization (STI-EM), were exposed to materialized tools which consisted of presenting the target concept in charts accompanied by the examples and related strategies to extract the concept, while Group II students (Systemic Theoretical Instruction- Explanation, Materialization, and Verbalization (STI-EMV), enjoyed materialized tools as well as collaborative verbalization. The learners in both groups went through pre-test, intervention, and post-test. The collected data were analyzed through employing analysis of covariance (ANCOVA). The results indicated that the group which practiced collaborative verbalization in L1 outperformed the one which was just mediated by teacherʹs oral explanation and materialized objects.