Journal of new advances in English Language Teaching and Applied Linguistics

Journal of new advances in English Language Teaching and Applied Linguistics

The Comparative Effect of Integrated Read-To-Listen Technique and Concept Mapping on Iranian EFL Learners' Listening Comprehension

Document Type : Original Article

Author
Ph.D. Candidate in English Language Teaching, Department of English Language Teaching, Faculty of Humanities, Imam Khomeini International University, Qazvin, Iran.
10.22034/jeltal.2026.8.1.10
Abstract
This quasi-experimental study investigated the comparative effectiveness of integrated read-to-listen technique and concept mapping on listening comprehension among 78 Iranian intermediate EFL learners (aged 16-22) from a private language institute in Qazvin, Iran. Drawing on Cognitive Load Theory and Input Processing Theory, participants were assigned to Integrated Read-to-Listen (n=26), Concept Mapping (n=26), and Control (n=26) groups. Over ten 45-minute sessions, experimental groups received strategy-based instruction, while the control group received conventional listening instruction. Data were collected through pretests, posttests, and delayed posttests (4 weeks later) using the PET listening section. Paired-samples and independent-samples t-tests with Bonferroni correction revealed that both experimental groups significantly outperformed the control group (p < .001, Cohen's d = 1.12-1.85), with the Integrated Read-to-Listen group demonstrating superior performance (p = .002, d = 0.65). Maintenance of gains on the delayed posttest suggests durable learning. These findings contribute to listening pedagogy research and have implications for EFL materials development and teacher training in contexts with limited authentic input. The findings suggest that providing learners with pre-listening reading support can reduce cognitive load and enhance listening comprehension more effectively than metacognitive strategy instruction alone. These results have implications for curriculum design in EFL contexts where learners have limited exposure to authentic spoken English.
Keywords

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Volume 8, Issue 1
June 2026
Pages 223-254

  • Receive Date 06 January 2026
  • Revise Date 04 March 2026
  • Accept Date 13 March 2026