Abstract:
This paper reports on a study exploring the relationship between the manner in which listening content is presented and the results of listening tasks in EFL classes. The study involved university level first-year students in an English foundations program at the intermediate level. The participants were Arabic-speaking students learning English language in a core English class. The students completed four listening tasks presented through a recording and live in the class, which required them to listen to authentic conversations, reports, and lectures and to complete a number of comprehension exercises of various types.
