Investigating the bi-directional strategy transfer between L2 reading and L2 listening skills
This study explored the reciprocal transfer of learning strategies between L2 reading and listening, aiming to determine if teaching strategies in one skill enhances the other and which direction, reading to listening or listening to reading, has a stronger impact. To achieve this aim, a true experi...
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| Veröffentlicht in: | System (Linköping) Jg. 132; S. 103711 |
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| Format: | Journal Article |
| Sprache: | Englisch |
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01.08.2025
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| ISSN: | 0346-251X |
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| Abstract | This study explored the reciprocal transfer of learning strategies between L2 reading and listening, aiming to determine if teaching strategies in one skill enhances the other and which direction, reading to listening or listening to reading, has a stronger impact. To achieve this aim, a true experimental pretest-posttest design with 163 Iranian EFL students was utilized. The participants were split into three distinct groups: Experimental Group 1, received reading strategy instruction, Experimental Group 2, received listening strategy instruction, and the Control Group received traditional language instruction without a specific focus on strategy, focusing on grammar and translation. Both experimental groups underwent five 90-min sessions of strategy instruction over five weeks. The results demonstrated substantial improvements in both reading and listening comprehension among the experimental groups compared to the control group. Notably, strategy transfer from listening to reading was stronger than from reading to listening, as evidenced by participants in Experimental Group 2 demonstrating greater gains in reading comprehension compared to those in Experimental Group 1 in listening comprehension. The study implies that integrating both reading and listening strategy instruction in language education can foster skill development across modalities, making learning more efficient and promoting interconnectedness between reading and listening skills. |
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| AbstractList | This study explored the reciprocal transfer of learning strategies between L2 reading and listening, aiming to determine if teaching strategies in one skill enhances the other and which direction, reading to listening or listening to reading, has a stronger impact. To achieve this aim, a true experimental pretest-posttest design with 163 Iranian EFL students was utilized. The participants were split into three distinct groups: Experimental Group 1, received reading strategy instruction, Experimental Group 2, received listening strategy instruction, and the Control Group received traditional language instruction without a specific focus on strategy, focusing on grammar and translation. Both experimental groups underwent five 90-min sessions of strategy instruction over five weeks. The results demonstrated substantial improvements in both reading and listening comprehension among the experimental groups compared to the control group. Notably, strategy transfer from listening to reading was stronger than from reading to listening, as evidenced by participants in Experimental Group 2 demonstrating greater gains in reading comprehension compared to those in Experimental Group 1 in listening comprehension. The study implies that integrating both reading and listening strategy instruction in language education can foster skill development across modalities, making learning more efficient and promoting interconnectedness between reading and listening skills. |
| ArticleNumber | 103711 |
| Author | Maghsoudi, Mojtaba Talebi, Seyed Hassan |
| Author_xml | – sequence: 1 givenname: Mojtaba orcidid: 0000-0001-8780-5888 surname: Maghsoudi fullname: Maghsoudi, Mojtaba email: maghsudi@cfu.ac.ir organization: Department of English Language Teaching, Farhangian University, P.O. Box 14665-889, Tehran, Iran – sequence: 2 givenname: Seyed Hassan surname: Talebi fullname: Talebi, Seyed Hassan email: hstalebi@umz.ac.ir organization: Faculty of Humanities and Social Sciences, Department of English Language and Literature, University of Mazandaran, Babolsar, Iran |
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| Cites_doi | 10.1037/0033-295X.85.5.363 10.1111/j.1540-4781.2012.01281.x 10.1037/0022-0663.96.1.31 10.1111/j.1467-9922.2012.00740.x 10.1086/461827 10.1007/s11145-011-9346-3 10.1007/s11145-008-9159-1 10.1080/10888430709336632 10.1080/10573569.2021.1982432 10.1080/02702710590910584 10.1177/2158244016669550 10.1111/1467-9922.00232 10.1016/j.jslw.2010.09.003 10.1177/074193258600700104 10.1002/berj.3177 10.1017/S0267190505000061 10.1017/S0261444818000137 10.1007/s11145-018-9924-8 10.1080/10573569.2021.1931591 10.1111/modl.12583 10.1111/j.1540-4781.1991.tb05350.x 10.1080/02702711.2010.507626 10.14746/ssllt.2018.8.2.3 10.1002/acp.1414 10.58680/rte20076014 10.1177/1367006910371022 10.2307/747348 |
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| Keywords | Language learning strategies Transfer Reading skill Listening skill |
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