listening efficacy and emotional intelligence and their relations to literary task-based activities

Task-based language teaching (tblt) has won increasing popularity in the language-teaching field. the present research was an attempt to gain more in-depth understanding of the efficacy of task-based techniques to listening comprehension, listening efficacy, and emotional intelligence (ei) development in an efl context by comparing the role of literary and non-literary task based activities. to fulfill this objective, a sample of 60 male and female efl learners was selected among a larger population in a private language institute in iran, and assigned into two groups: one experimental group taught through literary task-based activities, and one control group instructed via non-literary task-based activities. the instruction lasted 8 sessions and a parallel form of task-based test of listening comprehension (cameron, 2000), english listening self-efficacy questionnaire (renzhi, 2012), and schutte et al.’s (2009) emotional intelligence scale (seis) was administered to measure the two groups’ performances on both pre- and post-test. one way independent samples t-test indicated that experimental group was significantly outperformed the control group in terms of their listening comprehension. moreover, the result from self-efficacy questionnaire and emotional intelligence scale indicated that the experimental group instructed through literary task-based activities which in turn, increased their ei, can simultaneously develop their listening self-efficacy more than control group. this study is; therefore, of educational value to the teachers in terms of focusing on students’ emotional intelligence, listening comprehension, and listening efficacy in the classroom, and shifting the attention from teacher- centered activities to learner- centered ones.