https://inlibrary.uz/index.php/eijp <p>Online open access journal that publishes articles in the field of Behaviourism, Constructivism, Social constructivism and Liberationism. The pedagogy adopted by teachers shapes their actions, judgments, and other teaching strategies by taking into consideration theories of learning, understandings of students and their needs, and the backgrounds and interests of individual students. Its aims may range from furthering liberal education (the general development of human potential) to the narrower specifics of vocational education (the imparting and acquisition of specific skills). Conventional western pedagogies view the teacher as knowledge holder and student as the recipient of knowledge (described by Paulo Freire as "banking methods"), but theories of pedagogy increasingly identify the student as an agent and the teacher as a facilitator.</p> Next Scientists en-US European International Journal of Pedagogics 2751-000X https://inlibrary.uz/index.php/eijp/article/view/133857 <p>This study explores the effects of aural and written vocabulary instruction on second language (L2) listening comprehension. With the increasing importance of listening comprehension in second language acquisition, understanding the role of vocabulary instruction in enhancing listening skills is crucial. This study involved two groups of intermediate-level L2 learners, one receiving aural vocabulary instruction and the other receiving written vocabulary instruction. Pre- and post-test measures of listening comprehension were employed to assess the impact of each instruction method. The results revealed that both types of vocabulary instruction significantly improved listening comprehension, with aural vocabulary instruction showing slightly better outcomes. These findings suggest that incorporating diverse vocabulary instruction methods may lead to more effective listening comprehension outcomes in L2 learning contexts.</p> Ali Rezaei Zahra Esfahani Copyright (c) 2025 Ali Rezaei, Zahra Esfahani https://creativecommons.org/licenses/by/4.0 2025-08-01 2025-08-01 5 08 1 5