Abstract
This article summarizes the first action-research intervention conducted by a Chilean pre-service English as a Foreign Language (EFL) teacher in 2016. The main aim of this study was to measure the impact of implementing differentiated listening activities on the test results of a 7th grade classroom at a local private school. The class was divided into two groups based on their previous results of listening activities, and were assigned two different activities from their own coursebook. The lower proficiency learners were assigned a discrete-point testing task, whereas the higher achievers worked with an integrative testing activity. The two groups listened to the same audio while responding to different tasks. Test results were analyzed using quantitative methods. Results revealed that the use of differentiated activities had a significant impact on the listening tests scores of both groups when compared to their previous results. However, it could not be fully asserted if the changes on the results could be attributed only to the intervention applied. Finally, some reflections regarding the practicality of an intervention like this for a novice or pre-service EFL teacher needing to differentiate their listening activities will be shared.
