The Effectiveness of Predictive (Top-Down) and Selective (Bottom-Up) Listening Strategies on EFL Learners’ Listening Performance at the University of Benghazi – Al-Abyar Branch

This study examined the impact of differentiated listening instruction on the listening proficiency of third-semester EFL (English as a Foreign Language) students at the University of Benghazi, Al-Abyar Branch. Specifically, it compared the effectiveness of two strategy-based approaches predictive (top-down) and selective (bottom-up) — against traditional listening instruction methods. A quasi-experimental pre-test/post-test design was employed, involving three groups of students who completed identical listening assessments before and after the intervention. Data analysis was conducted using SPSS software, incorporating descriptive statistics, paired sample t-tests, and mixed ANOVA to evaluate the effectiveness of the interventions. The findings indicate that both experimental groups demonstrated statistically significant improvements in listening performance, with the selective strategy group achieving the highest gains. These results support the integration of listening strategies into EFL curricula and underscore the pedagogical value of combining cognitive strategy training with authentic listening materials. The study concludes by recommending the adoption of strategy-based instruction in language teaching programmes and advocates for further research into multimodal and metacognitive approaches to listening instruction.