As to the purpose of the study, the analysis of the data yielded a number of findings which will be discussed in detail in this section and their relevant implications will be drawn. Having collected the data, we followed the following statistical procedures to answer the research question to do, so the research questions cited previously will be related results are mentioned. In the current study, the researcher tried to discover the effect of language input format on learners’ listening comprehension. In other words, this study was context to address the following research question:
1. Is there any difference between the effect of single mode and dual mode input format on listening comprehension of Iranian EFL learners?
The purpose of the present study is to reveal the effect of language input format on Iranian EFL students’ listening comprehension. The result will shed light on the following null hypothesis:
1. There is no any difference between the effect of single mode and dual mode input format on listening comprehension of Iranian EFL learners.
The research question addresses the point whether the language input format influence the listening performance of the language learners on listening tests. Based on the results, a significant difference was observed on the listening performance of the two groups and it can be stated that the source of input formats has a positive impact on the listening comprehension of the learners.
As it was discussed in the preceding part of the study, there was one group of participants which in the first session they were affected by the event or treatment and in the second session were not.
The findings of the study show that the scores of the first session which participants were shown by only the headlines had a better performance in their listening comprehension, as compared with the scores of the second group who were not shown by only the headlines but also the exact text of the presentation. It seems to be facing with only one input format of presentation enabled the students in the first group to have a better listening comprehension on the listening test.
This could lead to problems in processing the listening input and, therefore, they will not be able to comprehend the listening. All this findings, confirm the significant effect of language input formats on learners’ listening comprehension