The effect of listening to self audio-taped journals on Iranian EFL learners' grammar knowledge

Mojgan Rashtchi, Mehdi Nourozi Khiabani, Nahid Roumiani


Abstract-Audio taped journals have been employed in the development of various language skills and components since 1990s. A thorough review of the literature revealed that the effect of audio-taped journals on the EFL learners' grammar knowledge, especially in the Iranian context, is poor. 40 intermediate level foreign language learners of English took part in the study forming the experimental and control groups. The experimental group received 10 sessions of audio taped journals while the control group received the conventional method of teaching grammar, which mostly relied on implicit grammar teaching. Pursuing the treatment both groups sat for the posttest of grammar. The results of the study revealed that audio taped journals highly affected the learners’ grammatical development. The findings of the present study could, hopefully, contribute to materials development, curriculum design, and classroom techniques in the domain of SLA and ELT.


Audio taped journals; language skills; grammar knowledge

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