Enhancing English listening and comprehension skills through interactive e-content: a quasi-experimental study

Abstract

This study delves into the effect of interactive e-content on enhancing listening skills and language comprehension through a quasi-experimental approach. The 200 secondary school students from eighth standard were randomly divided into groups. The researchers executed pre-test to assess the initial language skills of the learners. Experimental group was taught with interactive e-content, control group underwent traditional teaching. The intervention was followed by post-test. SPSS was used to analyze the data descriptive statistics and t-value specified significant enhancements in the experimental group. Pre-test and post-test t-value of control group was 58.4 and experimental group was 146.14, demonstrating substantial progress in listening skills. Post-test t-value of both groups was 31.09 (p<0.01), approving superior effect of interactive e-content enhancing listening skills.  For language comprehension, pre-test and post-test t-value of control group was 70.23 and experimental group was 113.11. Post-test t-value of both groups was 28.05 (p<0.01) conforming greater improvement for experimental group. The t-value of the rural 38.45 and urban 44.18 reveals more significant advancement, implying interactive e-content is effective for enhancing listening skills and language comprehension for both rural and urban students. The study recommends conducting further research on the impact of interactive e-content on reading and speaking skills in English language.