Parisa Meali - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran.

This present study investigated the effect of task- based listening activities on elementary level EFL-learners’ listening comprehension. To this end, the researcher carried out a quasiexperimental research in Tandis-E-No language institution in Tabriz. In total, forty 10- 20- year-old female elementary students participated in this research. To homogenize the participants’ level of proficiency, The Preliminary English Test (KET) was administered at the beginning of the study and the participants with the elementary level of proficiency were selected and divided into two groups: experimental (N=١٥) control (N=١٥). The experimental group was taught according to the elements of task- based learning. The control group did not receive such treatment. After 12 sessions, a post-test was given. Through the analysis of the obtained data, independent t-test and ANCOVA, it was found that there were significant differences between the control and experimental groups on the dependent variable, listening comprehension. Therefore, there is an empirical piece of evidence to support the language teachers who use this method.

Experimental, Control, Short Response Activities, Longer Response Activities