Beyond the Words: Fostering Listening Comprehension through Interactive Strategies

English

This study aimed to investigate if the application of interactive strategies such as dictation, following instruction, and storytelling, fosters the listening comprehension of the Grade 11 students of Assumption College of Nabunturan, Inc. The study focused on students enrolled in the Humanities and Social Sciences (HUMSS) strand during the first semester of the academic year 2025-2026. Utilizing a quasi-experimental design, the students were grouped in two, the experimental group, which received the intervention, and the control group, which did not receive any intervention. Data collection was facilitated through pretest and posttest measures and analyzed using paired t-tests and mean comparisons. Both groups underwent pretests and posttests with the experimental group receiving the intervention. Results indicated that the applied strategies positively influenced students’ listening comprehension, demonstrating a significant improvement from pretest to posttest within the experimental group. Although the difference in the posttest performance between the experimental and control groups was not statistically significant, the figures obtained entails a favorable outcome associated with the intervention. The findings suggest that the interactive strategies used in the study should be included in the teaching and learning process and apply it across the strands to further validate its effectiveness in improving students’ listening comprehension.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.