Listening is one of the language skills that poses challenges to learners most especially second language learners. The study finds out how audio-instructional strategy can be used to help learners: to discriminate English sounds, to improve listening comprehension and spelling abilities of learners. A sample of three hundred and twenty (320) are purposely selected across all public and private primary schools in urban and rural areas of Ikere Local Government of Ekiti State. There are two groups: experimental and control groups that are given pretest and posttest through an instrument tagged. “Effective Audio- Instructional Strategy Test” (EAIST). Three hypotheses were formulated and tested at 0.05 level of significance. The data collected are analyzed through t-test inferential statistics and the study finds out that those samples that are treated with audio-instructional strategy perform better than those not so treated in their abilities to discriminate English sounds, respond correctly listening comprehension questions and write correct spellings. The study recommends the use of audio- instructional strategy to ameliorate pupils’ listening challenges.
Keywords: Comprehension, Listening, discriminating sounds, spelling and instructional strategy
