Effect of Cloze Instruction in EFL Listening Comprehension

Education Resources Information Center (ERIC), USA, 1997

18 Pages Posted: 11 Dec 2013 Last revised: 10 Sep 2016

Date Written: 1997

Abstract

This study tested the effectiveness of the cloze procedure, used aurally, to teach listening comprehension in English as a foreign language (EFL). Subjects were the classes of two teachers (n=74, n=75); one teacher taught using the aural cloze procedure, and the other taught using conventional listening instruction techniques. In aural cloze instruction, the teacher would read the cloze text aloud; at the end of sentence, students worked cooperatively in small groups to supply the deleted words and participate in teacher-led discussions about the various possible answers. In conventional instruction, students were read the entire text aloud, then answered questions orally or in writing, matched sentences with pictures, or drew or completed a map or picture. Comparison of pre- and posttest results for both groups reveals that the aural cloze treatment group performed better than the conventional treatment group after instruction. The pretest/posttest is appended.

Keywords: Achievement Gains; Class Activities; Classroom Communication; Classroom Techniques; Cloze Procedure; Comparative Analysis; Listening Comprehension; Cooperative Learning; Discussion

Suggested Citation

El-Koumy, Abdel Salam, Effect of Cloze Instruction in EFL Listening Comprehension (1997). Education Resources Information Center (ERIC), USA, 1997. Available at SSRN: https://ssrn.com/abstract=2365775 or http://dx.doi.org/10.2139/ssrn.2365775

Abdel Salam El-Koumy (Contact Author)

Suez University ( email )

Suez
I
Egypt

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