An interactive listening strategies-based program to develop EFL listening comprehension skills of preparatory stage students and their self-efficacy

Abstract
The present research aimed at investigating the effect of using an interactive listening strategies-based program to develop EFL listening comprehension skills of preparatory stage students and their self-efficacy towards listening comprehension. The researcher used the quasi-experimental design using thirty 2th year preparatory stage students as the research participants. The researcher divided them into two groups: an experimental group received the interactive listening strategies treatment and a control group received the regular classes. In order to collect the data, the researcher used interactive listening strategies checklist, listening comprehension skills test and listening self-efficacy scale. Results showed that the experimental group outperformed the control group both in listening comprehension skills and self-efficacy due to the treatment perceived by the experimental group. These results indicated that interactive listening strategies led to developing students listening comprehension skills and self-efficacy. It was recommended that interactive listening strategies should be used in EFL teaching to develop both listening comprehension skills and speaking skills. 
Key words: interactive listening, self-efficacy, EFL listening comprehension, preparatory students.
Introduction and background
English is a world language. Despite the fact that English is not the globe's first spoken language, people from all over the world use it to communicate. Listening is an essential skill to have when learning English. It is the first stage in the Communication Cycle. Students should improve their listening skills in order to comprehend their teachers, connect with their peers, and communicate in social situations.