As an attempt to shed more light on the effectiveness of strategy instruction in second language (L2) learning, the present study was set to investigate the contribution of listening strategy instruction to improve listening comprehension of English as foreign language (EFL) learners in Iranian context. In so doing, a number of 52 English literature students of two intact classes at Islamic Azad University, North Tehran Branch, in Iran served as the participants of the study. The two classes were randomly assigned to an experimental group and a control group. The experimental group received the listening strategy instruction according to the approach proposed by Yeldham and Gruba (2014), whereas the control group was taught with regular method with no strategy instruction. The listening section of the International English Language Testing System (IELTS) was administered to measure the listening comprehension ability of the students before (i.e., as pre-test) and after (i.e., as post-test) the strategy instruction. Oxford Placement Test (OPT) was also administered to ensure the homogeneity of the participants with regard to their general English proficiency. The findings revealed that the experimental group significantly outperformed the control group on the listening performance test, suggesting that the listening strategy instruction was effective in enhancing listening comprehension of the participants.

中文翻译：

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听力策略教学对提高第二语言听力理解的贡献：以伊朗英语学习者为例

为了进一步阐明策略教学在第二语言 (L2) 学习中的有效性，本研究旨在调查听力策略教学对提高伊朗语境下英语作为外语 (EFL) 学习者的听力理解的贡献. 为此，伊朗伊斯兰阿扎德大学北德黑兰分校两个完整班级的 52 名英语文学学生作为研究的参与者。两个班级被随机分配到一个实验组和一个控制组。实验组按照 Yeldham 和 Gruba (2014) 提出的方法接受听力策略教学，而对照组采用常规方法教学，没有策略指导。国际英语语言测试系统（IELTS）的听力部分用于测量学生在策略教学之前（即作为前测）和之后（即作为后测）的听力理解能力。还进行了牛津分班考试 (OPT)，以确保参与者在一般英语水平方面的一致性。结果显示，实验组在听力表现测试中的表现明显优于对照组，表明听力策略教学能有效提高参与者的听力理解能力。还进行了牛津分班考试 (OPT)，以确保参与者在一般英语水平方面的一致性。结果显示，实验组在听力表现测试中的表现明显优于对照组，表明听力策略教学能有效提高参与者的听力理解能力。牛津大学分班考试 (OPT) 也进行了管理，以确保参与者在一般英语水平方面的一致性。研究结果显示，实验组在听力表现测试中的表现明显优于对照组，表明听力策略教学对提高参与者的听力理解是有效的。