Views: 2,916
Arab World English Journal (AWEJ) Volume 16. Number 1, March 2025 Pp.309-319
Department of English Language, College of Education, Ibn Rushd for Humanities, University of Baghdad, Iraq
Department of English Language, College of Education, Ibn Rushd for Humanities, University of Baghdad, Iraq
Listening is an important language skill, essential for both effective communication and language learning. It involves the ability to receive and understand messages during communication. Listening requires active engagement, concentration, and interpreting both verbal and non-verbal cues. This study aims to explore the impact of the HURIER model (Hearing, Understanding, Remembering, Interpreting, Evaluating, and Responding) on the listening comprehension of Iraqi students learning English as a Foreign Language (EFL) in preparatory schools. This topic has not been explored in the Iraqi context before. The research seeks to answer the following question: Does the HURIER model significantly enhance listening comprehension at the preparatory school level? The significance of this study comes from examining the role of exposing Iraqi EFL students to authentic native speakers’ speech and evaluating their comprehension. The study sample consists 82 female students from an Iraqi EFL preparatory school in Baghdad. A pre-posttest experimental design is employed, using a researcher-designed listening comprehension test. After confirming the validity and reliability of the instrument, both the control group and the experimental group participated in a listening posttest at the end of the experiment. The results show that students in the experimental group, who were taught using the HURIER model, performed significantly better than those in the control group, who were taught using the conventional method. These results highlight the benefits of incorporating the HURIER model into EFL listening instruction. Accordingly, the study recommends its adoption by EFL teachers to enhance listening comprehension of EFL students and overall English language proficiency.
Ali, L M., & Khalil, E.R. (2025). HURIER Model and the Listening Comprehension of Iraqi EFL Preparatory School Students. Arab World English Journal, 16(1):309-319
Abdalhamid, F. (2012). Listening comprehension strategies of Arabic-speaking ESL learners. Published Thesis. Colorado: Colorado State University
Asher, J. J. (1969 The Total Physical Response Approach to Second Language Learning. The Modern Language Journal, 53(1), 3–17. https://doi.org/10.2307/322091
Berger, F., & Brownell, J. (2009). Organizational behavior for the hospitality industry. Pearson Prentice Hall.
Bourdeaud’hui, H., Aesaert, K., Van Keer, H., & van Braak, J. (2018). Identifying student and classroom characteristics related to primary school students’ listening skills: A systematic review. Educational Research Review, 25, 86–99. https://doi.org/10.1016/ j.edurev.2018.09.005
Brown, H. D., & Abeywickrama, P. (2021). Language assessment: Principles and classroom practices. Pearson
Brownell, J. (1994). Creating strong listening environments: A key hospitality management task. International Journal of Contemporary Hospitality Management, 6(3), 3–10. https://doi.org/10.1108/09596119410059182
Brownell, J. (2024). Listening: Attitudes, principles, and skills, (7th ed.). Routledge
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research, (4th ed.). Pearson Education.
Eromosele, O. (2015). Effective listening to achieve employee job satisfaction: The case of Olam Nigeria LTD. Published M.A. Thesis, Kaunas University of Technology School of Economics and Business.
Hameed, Z. M. (2015). The effect of metacognitive learning strategies on Iraqi EFL learners’ performance in listening comprehension. Unpublished M.A Thesis, Al-Mustansiriyah University, College of Basic Education.
Kashkool, H. S. & Krebt, D. M. (2023). Iraqi EFL university students’ strategic intelligence and its relation to language proficiency: a correlational study. Alustath Journal for Human and Social Sciences 62(3) Appen. (1). 363-388.
Khalil, E. R. (2018). The effect of speaking strategies on Iraqi EFL college students. Journal of College of Education for Women, 29 (3), pp. 1500-1513.
Mat Zaid, Z., Mohd Zaid, N., & Yaacob, F. S. (2024). The Impact of HURIER Model on Students’ Listening Skills in Primary English Classrooms. Sains Humanika, 16 (3), 77–87. https://doi.org/10.11113/sh.v16n3.2161.
Miura, T. (2014). Executive control in speech comprehension: Bilingual dichotic listening studies. Doctoral Thesis, University of Edinburgh, Scotland.
Musa, H.M. (2017). Evaluating the English textbook for the 6th stage of preparatory and secondary schools. Alustath Journal for Human and Social Sciences, 223(1), 51-64. https://doi.org/10.36473/ujhss.v223i1.313
Seftiana, K. N. (2021). The effect of the HURIER model on students’ listening skills at the third student of Iain Madura. Unpublished Thesis, English Teaching Learning Program, Tarbiyah Faculty, State Islamic Institute of Madura.
Tawfeeq, N. A. (2017). The impact of specific pre-listening activities on Iraqi EFL learners’ listening comprehension. Unpublished M.A. Thesis, Al-Mustansiriyah University, College of Basic Education.
Verderber, K. S., & Verderber, R. (2013). Inter-act: Interpersonal communication concepts, skills, and contexts, (13th ed.). Oxford University Press.
Wrench, J. S., Punyanunt-Carter, N. M., &Thweatt, K. S. (2020). Interpersonal communication: A mindful approach to relationships. Open SUNY.
Asst. Teacher Liqaa Mahmood Ali received her B.A. from Baghdad University in 2001. She is a teacher with more than 12 years of experience teaching English for Iraqi EFL students. In 2019, she worked as a teacher assistant in West Austin Youth Association (WAYA) in Texas, USA. She got professional training in the C.D.A. (Child Development Associate) Certificate in the USA, ESL Program Certificate in Texas, USA. ORCID ID: https://orcid.org/0009-0001-2309-5829
Dr. Elaf Riyadh Khalil is an Assistant Professor and holds a doctoral degree in Methods of ELT. She has more than 16 years of experience in teaching at the University of Baghdad / English department. Her interests are in many topics, such as recognition and production skills and strategies and techniques in teaching and learning. She attends, participates, and gets many certificates in workshops, webinars, conferences, and participation in TESOL Convention. ORCID ID https://orcid.org/0000-0003-2613-6080