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It responds to a theory–practice gap by addressing decoding problems through transcribing as an input enhancement device. Thirty-one elementary Iranian EFL learners were divided into control and experimental groups, with the experimental group receiving transcribing exercise. An independent samples t test compared outcomes, showing a significant positive effect, alongside discussion of benefits, implications, and future research directions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effect-of-transcribing-on-elementary-iranian-efl-learners-listening-comprehension/600728/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-effect-of-transcribing-on-elementary-iranian-efl-learners-listening-comprehension/600728.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study aim to address in teaching listening?","Question",{"text":112,"@type":113},"It targets the gap between theory and practice and focuses on decoding/perceptive difficulties in listening, where many techniques emphasize top-down processing.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the transcribing intervention implemented in the study?",{"text":117,"@type":113},"The experimental group received transcribing exercises, while the control group had no transcribing practice.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings regarding beginners’ listening comprehension?",{"text":121,"@type":113},"Results from an independent samples t test indicate that transcribing has a significant positive effect on beginning learners’ listening comprehension.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600728,1792230471,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Dinamika Ilmu  \nP-ISSN: 1411-3031; E-ISSN: 2442-9651  2015, Vol. 15 No. 2  \nThe Effect of Transcribing on Elementary Iranian EFL Learners’ Listening Comprehension  \nMohammad Afsharrad  \nMA in TEFL from Semnan University, Iran. Office of Education, Joghatay and TICE English School, Sabzevar, Khorasan Razavi, Iran.  \n[mohammadafshar@live.com](mohammadafshar@live.com)  \nAsghar Moulavi Nafchi  \nSenior Lecturer, English Language and Literature Department, Hakim Sabzevari University, Iran.  \n[a.moulavi.n@gmail.com](a.moulavi.n@gmail.com); [a.moulavi@hsu.ac.ir](a.moulavi@hsu.ac.ir)  \nAbstract  \nThis study is motivated by the gap existing between theory and practice in teaching listening. Most of the techniques used to teach listening put more emphasis on top-down processing while listeners’ problems are more of perceptive ones (bottom-up) . In order to address the pervasive decoding problem in listening, this study suggests using transcribing exercise as an input enhancement device and investigates its effect on beginning learners’ listening ability. To this end, 31 learners participated in the study. The control group did not have any transcribing practice while the experimental group received transcribing exercise. In the data analysis step, an independent samples t test was employed to compare the two groups. The results show that transcribing has a significant positive effect on beginning learners’ listening comprehension. The findings of the study as well as advantages of transcribing exercise are discussed. Implications of the study and scope for future research are also addressed.  \nKeywords: elementary EFL learners, input enhancement, listening comprehension, teaching listening, transcribing  \nA. Introduction  \nAmong the four major language skills, listening is probably the most fundamental one (Wolvin & Coakley, 1996) . It builds the foundation for and facilitates learning other language skills especially speaking (Lundsteen, 1979; Oxford, 1990) . In fact, listening is a prerequisite to speaking. Chastain (1988) states that in the process of language learning, perception precedes production and sets the foundation for the speaking skill. Moreover, listening plays a crucial role in developing overall language proficiency (Morley, 1995) . Another main reason which reveals the importance of listening skill is that it is the most widely used skill in real life (Morley, 2001; Rost, 2001) . Listening takes a considerable amount of verbal communication time. Adults spend 40-50% of the communication time on listening, 25-30% on speaking, 9% on writing, and 11- 16% on reading Rivers as cited in Gilman & Moody (1984) .  \nDespite its crucial importance, listening used to be overlooked especially in the early period of English Language Teaching (ELT) when the main focus was on grammar and written skills. It did not receive the due attention until recently since, firstly, knowing a language was defined in terms of being able to produce that language, not comprehend it (Chastain, 1988; Nunan, 1999) . Nunan (1999) believes that “listening is the Cinderella skill… overlooked by its elder sister, speaking.”  \nSecondly, prior to the work of such scholars as Brown (as cited in Nunan, 1999) who proved the importance of oral skills and also under the inspiration of L1 research, it was taken for granted that oral skills, listening and speaking, were learned automatically when learners were exposed to the language.  \nThe last but not least reason why listening is neglected is the nature of the output it produces. Chastain (1988) asserts that “the listening comprehension process is internal and thus not subject to direct, external observation, examination and correction. Therefore, language teachers and learners tend to overlook its prerequisite importance in language learning because there is no immediate observable output.”  \nAfter having been neglected for a long time, listening has recently come into fashion (Brown, 1990; Oxford, 1993; Morley, ","cbCaioSm4hSwFN0R","https://ap.wps.com/l/cbCaioSm4hSwFN0R","pdf",278296,13,"English","# A. Introduction\n## Listening as a core language skill\n## Reasons for neglecting listening in early ELT\n## From incidental skill to teachable and assessable ability\n## Limits of common top-down listening techniques","[{\"question\":\"What problem does the study aim to address in teaching listening?\",\"answer\":\"It targets the gap between theory and practice and focuses on decoding/perceptive difficulties in listening, where many techniques emphasize top-down processing.\"},{\"question\":\"How was the transcribing intervention implemented in the study?\",\"answer\":\"The experimental group received transcribing exercises, while the control group had no transcribing practice.\"},{\"question\":\"What were the main findings regarding beginners’ listening comprehension?\",\"answer\":\"Results from an independent samples t test indicate that transcribing has a significant positive effect on beginning learners’ listening comprehension.\"}]","The Effect of Transcribing on Elementary Iranian EFL Learners' Listening Comprehension | PDF",1792091267,33]