Using Explicit Declarative Strategies for Developing Secondary School Students' EFL Critical Listening Skills

Abstract

This study aimed at investigating the effectiveness of using Explicit Declarative Strategies to enhance EFL students' critical listening skills. The study followed thequasi-expermental design. The participants were 35 second-year secondary school students. To identify the most important and required EFL critical listening(CL) skills for the participants, a checklist was developed and validated by some EFL jury members. Pre and post-EFL critical listening skills tests were developed. Students were pre-tested, to determine their entry level of EFL CL skills. Then, they were trained in Explicit Declarative Strategies on how to develop their skills. The post-test was administered to the participants to assess the progress in their level of EFL critical listening skills. Findings of the research revealed that there is a statistically significant difference at the (0.01) level between the mean scores of the experimental group that of the control group in post-administration test in favor of the experimental group.