The Effectiveness of a Program Based on the Cognitive Academic Language Learning Approach (Calla) in Developing Preparatory Stage Pupils’ Critical Listening Skills

Abstract

The present study aimed at building a program based on the cognitive academic language learning approach (CALLA) and investigating the effectiveness of it for developing preparatory stage pupils’ critical listening skills. In order to achieve the study objective, a list of critical listening skills required for the prep stage pupils was identified and judged by a jury of experts. A test was developed and its validity and reliability were measured. The CALLA-based program was built and a teacher’s manual for training the first year prep stage pupils on the program was developed. The program was experimented on a sample of 80 male and female pupils, 40 for the experimental group and 40 for the control group. It was conducted for six weeks, two classes a week. The study revealed that the CALLA-based program was effective in developing the study sample’s critical listening skills. The present study recommended that listening skills in general and critical listening in particular should be more concerned with. The critical listening skills should be included in the Arabic language curricula and their assessment tools and techniques should be available. Finally, teachers’ manuals for teaching the modern trends in Arabic language teaching, such as CALLA, should be developed.