Enhancing Listening Skills through Task-Based Method using Strategies

Abstract

This study investigates the efficacy of integrating explicit listening strategy instruction within a Task-Based Language Teaching (TBLT) framework to enhance second language (L2) listening comprehension. While both strategy-based instruction and TBLT are established approaches for developing communicative competence, their combined potential for targeting the specific challenges of
listening remains underexplored.A quasi-experimental design was employed with intermediate-level EFL learners, comparing an experimental group that received task-based lessons with embedded strategy instruction—following the pre-task, task cycle, and language focus stages—with a control group that completed tasks without explicit strategy guidance. Developing listening skills remains a significant challenge for second language (L2) learners, who often struggle with the real-time processing demands of spoken language. This paper examines the efficacy of explicit listening strategy instruction (LSI) as a pedagogical solution. 
Listening skills in second language is complex one. Learning second language is the hardest part. But, using the strategy difficult part comes as easiest part. This research is done by the researcher using the experimental group students. The Researcher taught about the strategies to the students. In this research Task-Based methods would be used by the researcher. Pre-task and Post-task were conducted for students. The students got improve on their listening at last (Willis, 1996).