Research in English Language Pedagogy ©Author(s) 2020, This article is published with open access at http://relp.khuisf.ac.ir/ RELP (2020) 8(2): 263-283 DOI: 10.30486/relp.2019.1871153.1139 Investigating the Impact of Genre-Based Teaching (GBT) on Intermediate EFL Learners’ Listening Achievement Ehsan Namaziandost* Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran Email: e.namazi75@yahoo.com Sajad Shafiee Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran Email: S.shafiee@iaushk.ac.ir Meisam Ziafar Department of English, Faculty of Humanities, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran Email: meisam-ziafar@iauahvaz.ac.ir Abstract The actual classroom implementation and the possible final outcomes of the genre- based approach to listening instruction have not been completely discovered yet. Therefore, this study investigated the impact(s) of genre-based teaching (GBT) on Iranian EFL learners’ listening proficiency across different proficiency levels. For this aim, 84 EFL learners were chosen. Group A (Experimental and Control Groups) included 40 participants and Group B (Proficient and Less-proficient Groups) consisted of 44 participants. Then the experimental group received the treatment which was teaching listening skill through GBT and the control group received a placebo. In the end, the researcher administered the posttest. Regarding Group A, results of one-way ANCOVA showed that the experimental group outperformed the control group indicating that GBT is a pivotal and fundamental factor for improving listening comprehension. Moreover, in Group B, the findings showed that the proficient group performed outstandingly better than the less-proficient group. The findings may denote implications for EFL listening syllabuses and provide guidelines to designers to accommodate the insights derived from the GBT viewpoint. Keywords: Genre-based teaching, Iranian EFL learners, Language skills, Listening improvement, Proficiency * Corresponding Author Submission date: 26 Jun, 2019 Acceptance date: 9 Nov, 2019