الفهرس 
Introduction and backgroundOnly 14 pages are availabe for public view
 |  | from | 371 |  |  |
| | | from | 371 | | |
Abstract
The present study aimed at improving EFL primary student teachers’ listening skills. To achieve this aim, a constructivist model of instruction was developed. The model integrated an adapted taxonomy of listening strategies that consists of cognitive, metacognitive, memory and socio-affective strategies. It was used to guide the instruction of the proposed constructivism-based listening program according to its stages and sub-stage. Different constructivist techniques such as multimedia presentations, self- and peer- evaluation, reflective activities, etc were incorporated in the program. Instruments designed and used in the current study were: 1) a listening skills questionnaire for determining the listening skills necessary for EFL student teachers at the Primary Education Session and 2) a pre-post Listening Skills Test for assessing student teachers’ listening skills before and after receiving the program. The study adopted the experimental design using one group: The experimental group which received the proposed constructivism-based program in listening. The group received the pre- and post administrations of the Listening Skills Test. Results of the study indicated that there were statistically significant differences at 0.001 level between the mean scores of the experimental group students on the pre- and post application of the listening skills test (LST) in favor of the post one. Furthermore, statistical analysis showed that there was a significant improvement in the student teachers’ listening skills as a whole and its component dimensions of recognition, comprehension and critical listening skills. Consequently, the proposed constructivism- based program proved to be effective in developing student teachers’ listening skills.