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This pilot study investigated the impact of reading a written script on the second language listening achievement of high intermediate English as second language (L2) students. Thirty-five high-intermediate ESL students participated in this study. The participants took part in both the bassline conditions (listening without the script intervention) and the reading intervention condition (listening along with a script). The scores of the tests were analyzed using paired sample t-test. The findings revealed that there was a significant difference between the two conditions. The reading intervention has a major effect on second language listening comprehension performance of L2 learners.
Field : Eğitim Bilimleri; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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