Abstract
Listening skill is often overlooked by its sister skill, speaking. To develop a deeper understanding of the teaching of listening strategies in ESL classrooms, this paper presents a systematic review of past-related studies of the same focus area from the year 2004 to 2016. This paper aims to address two research questions; i) what listening models/strategies are utilised in ESL classroom and ii) what interventions are used to inculcate listening strategies taught in ESL classrooms. Results indicate that three listening strategies are often exploited; bottom-up processing, top-down processing and interactive processing. The findings of past-related studies illuminate that interactive processing is better in serving the purpose of improving listening comprehension skill holistically.
Highlights
To master the English language as a second language, both teachers and learners face numerous difficulties. This resulted in more research and development of new teaching strategies to improve English Language Learners (ELLs) language proficiency and competencies (De Brito, 2015)
Research Questions The research questions for this study are: (i) What are the listening models/strategies utilised in the ESL classroom? (ii) What interventions are used to inculcate listening strategies taught in ESL classrooms?
The first step of carrying out this systematic review, which is framing the question is done to identify listening strategies used in ESL classrooms and interventions that incorporate those identified strategies
Summary
To master the English language as a second language, both teachers and learners face numerous difficulties. Similar to reading, writing, and speaking, listening is an intricate process best developed by constant practice It is an essential skill provides the foundation for effective communication and career success. The education system produced good writers but they are not proficient in listening and speaking skills even after studying English for years This should be a vital issue to be concerned about especially in the context of current curriculum used in Malaysian English education. In a study involving three different types of school in Malaysia, Lim (2013) states all schools paid less attention in developing students’ listening skill compared to reading, writing and speaking skill. Both language learners and teachers might prefer some strategies to others This increases concerns on identifying the most efficient and less efficient listening strategies to be utilised in teaching listening skill (Mahmoud Ghoneim, 2013). Research Questions The research questions for this study are: (i) What are the listening models/strategies utilised in the ESL classroom? (ii) What interventions are used to inculcate listening strategies taught in ESL classrooms?
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