Article published In:
Australian Review of Applied Linguistics: Online-First Articles

Second language listening pedagogy

An examination of classroom practices in an EFL context

ORCID logo | University of Auckland
| University of Auckland
This study explored how teachers undertook listening instruction with learners of English as a foreign language (EFL) through investigating teachers’ authentic classroom practices. Eight experienced EFL teachers working in Iranian private language schools participated in the study. Each teacher was observed six to nine times and each complete teaching session of each of the participants was audio-recorded. Findings revealed that teachers had knowledge of an extensive repertoire of listening techniques, and their teaching was composed of strategies at pre-, during-, and post-listening stages. Teachers also mostly drew on metacognitive and comprehension-based practices. While teachers employed a number of metacognitive classroom practices, there was a lack of teaching and explicitly discussing these strategies. Findings provide some pedagogical implications for novice teachers with regard to expanding their repertoires of practice and employing various classroom activities. The findings might also help inform teacher educators and curriculum developers regarding classroom realities and the extent to which research findings can inform teaching methods and classroom practices.
Keywords: skill of listening, pedagogical approaches, bottom-up and top-down activities, comprehension-based approach, integrated approach, metacognitive approach
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Bottom-up and top-down approaches
    • 2.2Recommended formats for listening instruction
    • 2.3Classroom realities
    • 2.4EFL in Iran
  • 3.Method
    • 3.1Context
    • 3.2Participants
    • 3.3Data collection and analysis
  • 4.Results
    • 4.1Top-down and bottom-up approaches
    • 4.2Comprehension-based practices
    • 4.3Metacognitive-focused practices
  • 5.Discussion
    • 5.1Implications
    • 5.2Limitations
  • 6.Conclusion
  • Note
  • References
Published online: 4 July 2023
DOI logo
https://doi.org/10.1075/aral.21047.bag
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