The Impact of Audio-Visually Prompted Collaborative Dialogue on Listening Comprehension Improvement of Iranian Intermediate (EFL) Learners

This study investigated the effect of audio-visually prompted collaborative dialogue as well as the difference between its effectiveness in symmetrical, asymmetrical, and asymmetrical teacher fronted groups on listening comprehension improvement of intermediate EFL learners. To this end, 120 intermediate female EFL learners were chosen from several English language institutes. This study included three experimental and one control groups, each including 30 female students. In the first experimental group, coequals engaged in collaborative dialogue. In the second experimental group, the expert peer(s) and less knowledgeable peers went through collaborative dialogue, and in the third experimental group, the teacher also collaborated with expert peer(s) and less knowledgeable peers. However, the subjects of the forth group worked individually. Three one-way ANOVA Tests, and three paired t-tests were used. The data obtained showed that collaborative dialogue in asymmetrical teacher fronted, asymmetrical, and symmetrical groups were respectively the most effective procedure for learners listening comprehension development. The findings of the study underline the beneficial potentiality of audio visually prompted collaborative dialogue for the EFL learners listening comprehension improvement.