The Impact of Directed Listening Thinking Activity (DLTA) on Developing University Students' Listening Competencies

Abstract

The study aimed at investigating the impact of Directed Listening Thinking Activity
(DLTA) on Developing. The participants were from English department. The total number of
participants at first stage (group A & B), was 51 students. They were assigned to an treatment
group and to a control group. The researcher used two instruments to collect the data: short
story (Novella), and classroom observation check list to elicit answers to the following questions
of the study " Is there an impact on the use of Directed Listening Thinking Activity to improve the
Listening proficiency of the first grade students at University?" And, "Are there any statistical
significance differences (α ≤0, 05) in the first grade students' listening proficiencies due to the
teaching method (DLTA)?" Based on the results of the current study, the researcher presented
some recommendations in this paper.