The Impact of Daniel’s Cognitive Model on Teaching Short Story and Listening Comprehension in EFL Setting

The current study aims to investigate the impact of Daniel’s Cognitive Model on two key dependent variables: students' performance in short story analysis and their listening comprehension skills. The research is guided by the null hypothesis which states that there is no statistically significant difference between the academic achievement of students taught using Daniel’s Cognitive Model and those instructed through the traditional college academic method (conventional approach). The sample for this study includes second-year students from the Department of English at the College of Languages and Human Sciences, Garmian University. To achieve the research objectives, a pre-test/post-test experimental design has been adopted. Participants were divided into experimental and control groups, where the experimental group was exposed to the Daniel model, while the control group continued with the standard curriculum. Data collection was carried out using appropriate testing tools, and the results were statistically analyzed using suitable methods. Based on the analysis, conclusions were drawn regarding the effectiveness of the cognitive model in enhancing students’ comprehension and literary analysis