SYSTEMATIC REVIEW OF EFFECTIVE TEACHING LISTENING PRACTICES IN ESL/EFL SETTINGS

Authors

  • Lhoussine Qasserras Professor, Higher School of Education and Training, ESEFB, Hassan 1st University, Morocco American TESOL Academy of Rabat, Morocco

DOI:

https://doi.org/10.46827/ejel.v9i6.5768

Keywords:

teaching listening, ESL/EFL, top-down processing, bottom-up processing, pre-listening strategies, interactive listening tasks, language pedagogy

Abstract

The purpose of this systematic study is to investigate successful teaching strategies to improve ESL/EFL classroom listening comprehension. The foundation of communication is listening. For those learning languages, it remains among the toughest abilities. This paper identifies three phases of productive behaviors based on a thorough evaluation of the present literature: pre-listening, while-listening, and post-listening. Important techniques are activating past knowledge, employing actual objects, and combining task-based and introspective and interactive activities. It also highlights two forms of processing techniques—top-down and bottom-up—that can enable a reader to acquire knowledge. Including diverse listening activities that mirror real-world scenarios could enhance students' engagement and language learning through the implications of language pedagogy. This paper emphasizes the need for fresh developments in listening education and demands more empirical research using customized strategies addressing learner anxiety and motivation in listening environments.

 

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Author Biography

  • Lhoussine Qasserras, Professor, Higher School of Education and Training, ESEFB, Hassan 1st University, Morocco American TESOL Academy of Rabat, Morocco
    Lhoussine Qasserras is a PhD holder in Linguistics. He is a professor of Applied Linguistics at the Higher School of Education and Training, Hassan 1st University of Settat, Morocco.

References

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Published

2025-01-16

Issue

Vol. 9 No. 6 (2025)

Section

Articles

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