The Effect of Video-Based Tasks in Listening Comprehension of Iranian Pre-intermediate EFL Learners

  • Abdullah Sarani University of Sistan and Baluchestan
  • Esmail Zare Behtash Chabahar Maritime University
  • Saieed Moslemi Nezhad Arani University of Sistan and Baluchestan
Keywords: task, Task-based Language Learning (TBLL), listening comprehension, motivation, video-based tasks


This study aims at finding the effect of video-based tasks in improving the listening comprehension ability of Iranian pre-intermediate EFL (English Foreign Language) learners. After determining the level of learners, an experimental and control group, each of 20 participants, were nominated to contribute to the study. From the time the pre-test was administered to each group, the experimental group was taught by a course of instruction based on video tasks for teaching listening comprehension. The control group was directed by a course of instruction only based on audio materials. Paired Samples T-test computation was utilized by SPSS software to calculate the level of significant difference in pre- and post-tests. Results show that teaching listening on the basis of video-based tasks has a significant effect on learners’ listening comprehension in realizing and understanding the authentic language more effectively.


Download data is not yet available.


Ames, C. (1992). Classrooms: Goals, structures, and students motivation. Journal of Educational Psychology, 261-271.

Aulia, M. (2005). Video in Listening Comprehension Test : Is It Valid, Reliable And Practical Enough? MTESOL, 16-24.

Bax, S. (2003). The end of CLT; a context approach to language. ELT Journal , 278-287.

Beldarrain, Y. (2006). Distance education trends: integrating new technologies to foster student interaction and collaboration. Distance Education, 139-153.

Berns, M. (1990). Contexts of Competence: English Language Teaching in Non-Native Contexts. New York: Plenum.

Buck, G. (2001). Assessing Listening . Cambridge: Cambridge University Press.

Buck, G. In D. Mendelsohn & J. (1995). How to become a good listening teacher. A guide for the teaching of second language listening, 113-128.

Bygate, M. (1998). Task as context for the framing, reframing and. University of Leeds, Leeds LS2 9JT, UK, 1.

Candlin, J. C. (1982). Video in English language teaching. Birmingham: University of Aston.

Cantor, J. (1992). Delivering Instruction to Adult Learners. Toronto, Ontario: Wall & Emerson.

Carless, D. (2002). Implementing task-based learning with young learners. ELT Journal, 4, 389.

Cheng, X. (2000). Asian students’ reticence revisited. System 28, 435-46.

Culter, A. (2001). listening to a second language through the ears of a first. Interpreting 5, 1-23.

Doris. (2010). Impact of podcasting on student motivation in the online learning environment. Elsevier, 1-9.

Dulay, D., & Burt, G. (1992). Delivering Instruction to Adult Learners. Toronto, Ontario: Wall & Emerson.

Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: Oxford University Press.

Ellis, R. (2003). The Methodology of Task-Based Teaching. Foreign Language Education Research, special edition No. 4, 79-101.

Erben, T. (2009). Teaching English Language Learners through Technology. New York: Routledge.

Field. (2004). An insight into listeners’ problems: too much bottom-up or too much top-down? Elsevier Ltd, 363-377.

Field, J. (2003). Promoting perception: Lexical segmentation in second language listening. ELT Journal 57, 399-423.

Field, J. (2005). Intelligibility and the listener: The role of lexical stress . TESOL Quarterly, 399-423.

Gardner, R. C. & Lambert, W.E. (1972). Attitudes and motivation in second language learning. Rowley, Mass: Newbury House.

Gardner, R. C. (1985). Motivation questionaire. Canada: Edward Arnold.

Gardner, R. C. (1985). Social psychology and second language learning. London: Edward Arnold.

Gardner, R. C., & Lambert, W. (1959). Motivational variables in second language learning. Canadian Journal of Psychology 13, 266 - 272.

Goh, C. (2008). Metacognitive instruction for second language listening development: Theory practice and research implications. Regional English Language Centre Journal 39, 188-213.

Graham, S. (2005). Listening comprehension: The learners’ perspective.

Gruba, P. (2006). Playing the videotext: Media literacy perspectives on L2 listening comprehension. Language learning & technology 10, 77-92.

Hammerly, H. (1982). The classroom motivational climate. Philadelphia: Multilingual Matters.

Hargis, C. (1989). Teaching low achieving and disadvantaged students. Illinois: Thomas Publishers.

Harly, B. (2000). Listening strategies in ESL: Do age and L1 make a difference? TESOL Quarterly 34, 769-76.

Harris, T. (2003). Listening with your eyes: The importance of speech -related gestures in the language classroom. Foriegn Language annals 36, 180-187.

Hiep, P. H. (2007). Communicative language teaching:unity within diversity. ELT Journal Volume 61, 193-201.

Hosenfield, C. (1976). Learning about Language: Discovering our students' strategies . Foreign Language Annals 9, 117-129.

Howatt, A. (1984). A Histrory of English Language Teaching. Oxford: Oxford University Press.

Hulstijn, J. (2003). Connectionist models of language processing and the training of listening skillswith the aid of multimedia software. Computer Assisted Language Learning 16, 413-425.

Jane, W. (1996). A Framework for Task-Based Learning. Longman.

John, F. (2004). An insight into listeners’ problems: too much bottom-up or too much top-down? Elsevier Ltd, 363-377.

Kendra, C. (2010, 3 16). Retrieved 10 2, 2012, from

Krashen, S. (1988). The Input Hypothesis: Issues and Implications. London: Longman.

Kumai, W. N. (2009). Task-Based Language Teaching and Complexity Theory. Oxford Journal, 85-105.

L.Oxford, R. (1993). RESEARCH UPDATE ON TEACHING L2 LISTENING. System, Vol. 21, No.2, 205-211.

Learning, H. (2004). Training Module, Listening Comprehension. HighReach Learning, 1.

LoCastro, V. (1994). Learning strategies and learning environment . TESOL Quarterly, 409–14.

Long & Doughty. (2009). The Hand Book of language Teaching. Hong Kong: Wiley Blackwell.

Macknight, F. (1981). Teaching, Review and analysis of present video use in EFL. Cardiff: University of Wales.

McDonough, S. (2007). Motivation in ELT. ELT Journal, 369-371.

Mohanraj, J. (1994). Developing Listening Comprehension Using Easily Available Resources. H. M. Patel Institute of English Training.

Moore, J. C. (2005). The sloan consortium quality framework and the five pillars. Boston: Boston Press.

Newton, J. (2001). Options for vocabulary Iearning Through Communication Tasks. ELTJournal Volume 55, Oxford University Press.

Ngọc, H. V. (2006). Motivation and attitude of teritary students learning EFL in Vietnam: A case study of Danang university. Danang: Danang university.

Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.

Nunan, D. (2004). Task-Based Language Teaching. Cambridge: Cambridge University Press.

Nunan, D. (2004). Task-Based Language Teaching. New York: Cambridge University Press.

Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78, 12-28.

Prabhu, N. .. (1987). Second language pedagogy. Oxford: Oxford University Press.

Robin, R. (2007). Learner-based listening and technology authenticity. Lnagugae Learning & technology 11, 109-115.

Rose, K., & Kasper, G. (2001). Pragmatic in language teaching. Cambridge: Cambridge University Press.

Ruso, N. (2009). The Influence of Task Based Learning on EFL Classrooms. Asian EFL Journal, 1.

Savignon, S. J. (2007). Beyond communicative language teaching: What’s ahead? Journal of Pragmatics 39, 207-220.

Skehan, P. (1996). A framework for the implementation of task-based instruction . Applied Linguistics 17, 36-62.

Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.

Spearritt, D. (1962). Listening Comprehension a Factorial Analysis. Melbourne: g. W. Green & Sons Pty. Ltd., Melbourne.

Swan, M. (2005). Legislation by Hypothesis: The Case of Task-Based Instruction. Applied Linguistics 26, 376–401.

Tavakoli, H. (2012). A Dictionary of Language Acquisition. Tehran: Rahnama Press.

Tavil, Z. M. (2010). Integrating listening and speaking skills to facilitate English. WCLTA.

Thomas, M. (2010). Task-Based Language Learning and Teaching with Technology. New York: Continuum International Publishing Group.

Thompson, G. (1996). Some misconceptions about communicative language teaching. ELT Journal Volume 50, 9-15.

Vandergrift, L. (1999). Facilitating second language listening comprehension: acquiring successful strategies. ELT Journal Volume 53, 168-176.

Vandergrift, L. (2003). Orchestrating Strategy Use: Toward a Model of the Skilled Second Language Listener. Language Learning 53, 463–496.

Vandergrift, L. (2004). Learning to listen or listening to learn. Annual Review of Applied Linguistics 24, 3-25.

Vandergrift, L. (2004). LISTENING TO LEARN OR LEARNING TO LISTEN? Annual Review of Applied Linguistics, 1-25.

Vandergrift, L., Goh, C., & Mareschal, C. (2006). The Metacognitive Awareness Listening Questionnaire: Development and Validation. Language Learning 56, 431–462.

Wagner, E. (2004). Video Listening Tests: A Pilot Study. Teachers College, 12.

Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL, 453-475.


Willis, J. (1996). A framework for task-based learning. Birmingham: Longman.

Wlodkowski, R. J. (1999). Motivation in adult education. San Francisco: Jossey-Bass Publishers.

Yousefi, M. H., Mohammadi, E. G., & Koosha, M. ( 2012). Task Complexity and Its Implication for Pedagogy. ACADEMY PUBLISHER Manufactured in Finland.

How to Cite
Sarani, A., Behtash, E. Z., & Nezhad Arani, S. M. (2014). The Effect of Video-Based Tasks in Listening Comprehension of Iranian Pre-intermediate EFL Learners. GiST Education and Learning Research Journal, (8 Jan -Jun), 29-47.