The Impact of Audio Input Enhancement on EFL Learners’ Grammar Learning from Varying Proficiency Levels

Abstract

AbstractThe present study explored the use of audio input enhancement in grammar learning among Iranian EFL learners. For The purpose of the present study, 30 participants, aged 16 to 23, were selected from the intermediate and advanced EFL learners at Goldis institute in Salmas, Iran. The participants were divided into two groups of low and high proficiency levels. The data was collected through taking two tests consisting selected TOEFL multiple choice grammar tests. After conducting a pretest, the participants were taught the grammar points with the aid of listening materials chosen from Headway books for five sessions. Afterwards, a post test was conducted. According to gathered data, the p-value is lower than 0/05, so it can be said that there is a significant difference between the performance of two groups depending on the use of audio input enhancement indicating that the highly proficient learners outperformed the low proficient learners