The Effect of Translation Tasks on Listening Comprehension of Iranian Intermediate EFL Learners
Bibliographic record
Abstract
Listening has long been neglected in second language acquisition, research, teaching, and assessment. However, in recent years there has been an increased focus on L2 listening ability because of its perceived importance in language learning and acquisition. The present study explored the effect of translation tasks on the second language listening comprehension. Eighty intermediate level students in 8 classes, in three terms at Shokouh institute were placed into two groups: one experimental and one control group. A 40 item pre test was administered to both groups to assess their listening proficiency. The pretest revealed no statistical difference between the two groups' performance. The treatment started and experimental group were exposed to two kinds of translation tasks: one by the teacher and the other by the students themselves. A posttest was administered at the end of the terms. The data were then put to statistical tests. A statistical analysis of the results provided some evidence in support of the effect of translation on listening comprehension. The result showed that translation helped the students in acquiring the second language listening comprehension. This study has implications for teachers in that it demonstrates the importance of meaning and understanding in the process of listening comprehension in teaching programs.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".