Sharpening Critical Listening: Effectiveness of the Listening Triangle Strategy in Ninth Grade Arabic Language Classes in Jordan

This study examines the effectiveness of the listening triangle strategy in developing critical listening skills in Arabic among ninth‑grade students in Jordan, situating the work within educational studies and applied language pedagogy. A quasi‑experimental design was employed with two intact classes (n = 60) from public schools, randomly assigned to an experimental group (n = 30), taught using the listening triangle strategy, and a control group (n = 30), taught using conventional methods.  To achieve the study’s aims, a critical listening test was constructed, and its validity and reliability were established using appropriate procedures. Results showed a statistically significant difference in favor of the experimental group in post‑test scores on critical listening, indicating that the listening triangle strategy is more effective than traditional instruction for fostering higher‑order listening skills in Arabic. These findings highlight the pedagogical value of structured, strategy‑based listening instruction in Arabic language classrooms and contribute to applied humanities by linking listening practices to critical engagement with spoken texts. The study recommends integrating the listening triangle strategy into Arabic language curricula, providing in‑service training for Arabic teachers on implementing critical listening strategies, and conducting further research on its impact across different grade levels and types of listening texts (religious, literary, and media discourse).