Abstract:

The purpose of this study is to determine the effect of teaching listening strategies on 7th graders’ listening self-efficacy and listening achievement. Therefore, one of the quantitative methods, quasi-experimental method with control group was used. The research was carried out with sixty 7th grade students in a secondary school in Arpaçay,Kars in the 2018-2019 academic year. The research lasted eight weeks. Listening self-efficacy scale, narrative text achievement test and informative text achievement test were used to collect data. These scales were applied to the participants as pretest and posttest and it's evaluated whether there is a significant difference between the two tests. According to the analysis of the data, there was a significant increase in the listening self-efficacy perception of the students in the experimental group and their listening success in both text types compared to the control group. In the light of these results, it was determined that teaching listening strategies increased students' listening self-efficacy and listening achievement.

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