The Effects of Genre-Based Instruction and Cooperative Learning on EFL Learners’ Listening Comprehension

The present study aimed to investigate the effect of explicitly teaching five genres (i.e., narrative, report, instruction, explanation, and description) as well as the effect of cooperative learning on EFL learners’ listening comprehension. A total number of 65 Iranian EFL learners were selected and randomly assigned to three groups. Genre group received 10 sessions of genre-based listening instruction based on the selected genres. Genre + cooperation group received the same genre-based instruction in combination with a cooperative learning technique called Student Team-Achievement Division (STAD). The control group received traditional listening instruction on the same materials, without any introduction to the genres. The results showed that genre-based instruction had a significant effect on improving learners’ listening comprehension. However, no positive effect was found for STAD.