The Effect of Directed Listening-Thinking Activity (DLTA) Strategy on Improving Listening Comprehension Skills Among Fifth-Grade Female Students in Jordan
The Effect of Directed Listening-Thinking Activity (DLTA) Strategy on Improving Listening Comprehension Skills Among Fifth-Grade Female Students in Jordan

Summary/Abstract: Objectives. This study aimed to investigate the effect of the Directed Listening-Thinking Activity (DLTA) strategy on improving listening comprehension skills among fifth-grade female students in Jordan. Method. This study employed a quasi-experimental design. To achieve its objectives, a 30-item listening comprehension test was constructed. The subjects of the study consisted of 45 fifth-grade female students, divided into two groups: 24 students in the experimental group taught by the DLTA strategy and 21 students in the control group taught by the traditional strategy. Results. The results revealed that there is a statistically significant effect of the DLTA strategy on improving listening comprehension skills among the students. Conclusion. The study highlights the effectiveness of DLTA in fostering better listening skills and suggests its potential for broader application in educational settings to improve students' comprehension abilities.

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