The Role of Schema-theory based on Background Knowledge and Graphic Organizer on Enhancing EFL Learners’ Listening Comprehension

Abstract

The main purpose of this study was to investigate the effect of schema-theory based on background knowledge and graphic organizers on the listening comprehension of EFL learners. Initially, 90 male intermediate learners were selected non-randomly for the purpose of this study. Next, they were given a Nelson Proficiency Test the results of which were drawn upon to select a homogeneous pool of sixty five participants. These participants were then divided into two groups. Following that, a pretest of was administered to the participants of the two groups to make sure that the two groups were not significantly different in terms of listening comprehension performance. Then, as for the first experimental group GO (Graphic Organizer) tasks were used for all the 5 sessions of treatment. As for the second experimental group before listening to the text, the researchers assisted the participants in activating their background knowledge regarding the topic of the listening material. The whole treatment lasted for 5 sessions. Having finished the treatment sessions, both groups sat for the listening posttest. The results of statistical analysis indicated that both schema related activities and graphic organizers led to improvement of the listening comprehension performance of the participants. Moreover, the results of the independent samples t-test on the posttest scores of the two groups indicated that the participants who received graphic organizers as treatment outperformed the participants in the group which received schema related activities on the listening comprehension posttest.