Nagwa Mohammed Khallaf
Centre for Preparatory Studies, Dhofar University, Salalah, Oman
Amin Rasti-Behbahani
Centre for Preparatory Studies, Dhofar University, Salalah, Oman
Mohammed Abdulgalil Abugohar
Centre for Preparatory Studies, Dhofar University, Salalah, Oman
Critical listening is a vital learning skill. Enhancing critical thinking skills through classroom activities is an important responsibility of teachers. Critical listening involves comprehending spoken information, evaluating it, and forming judgments and opinions based on what is heard. The current study was carried out at the Faculty of Education, Minia University, Egypt, to examine the effectiveness of a blended learning program utilizing genre analysis on enhancing critical listening skills among English majors. The current study used quasi-experimental research in an explanatory mixed methods design, with data collected across three phases. During the first phase, inventory was done with quantitative data aided by qualitative ones. During the second and third phases, sixty students of third-year English majors were randomly assigned to two groups: a treatment and a comparison one, containing 30 students each. The treatment group was trained in a blended learning program based on genre analysis, whereas the comparison group was taught the same content in a “Genre Analysis” course through the conventional method of teaching. The treatment group significantly outperformed the comparison group on the post-tests of the acquisition and use of critical listening skills. This research emphasizes the importance of the use of both blended learning programs and genre analysis in developing critical listening skills. Developing critical listening skills requires the learners to be skilful analysts as they need to analyze, judge, and evaluate what is said. The learner can have a better understanding and training on mastering these skills through practicing genre analysis. The improvement of listening comprehension affected the development of critical listening skills. The findings are discussed, and recommendations along with suggestions for further research are presented.
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Copyright © 2024 Nagwa Mohammed Khallaf, Amin Rasti-Behbahani, Mohammed Abdulgalil Abugohar
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