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THE EFFECTIVENESS OF PRE-, WHILE-, AND POST-LISTENING ACTIVITIES
IN ENHANCING LISTENING COMPREHENSION
Shuhratova Ruhshona Dilshodjon qizi
Faculty of English Language and Literature
Department of Foreign Language and Literature
Fergana State university
https://doi.org/10.5281/zenodo.14274531
Abstract:
This study examines the impact of pre-, while-, and post-listening activities on
improving listening comprehension in ESL/EFL classrooms. Grounded in research and
pedagogical theories, it highlights creative techniques and strategies for each stage of listening
instruction. These stages help engage learners, scaffold comprehension, and consolidate
understanding, making listening tasks more effective. Our analysis integrates insights from
various scholarly works, emphasizing the necessity of structured listening activities and their
implications for both students and educators. Practical recommendations are provided for
implementing these stages in language instruction.
Keywords:
Listening comprehension, ESL/EFL classrooms, Pre-listening activities,
While-listening strategies, Post-listening activities.
Introduction
Listening is a foundational skill in language acquisition, yet it is often undervalued in
ESL/EFL classrooms (Jones, 2008). Effective listening not only fosters comprehension but also
supports learners in developing other language skills like speaking and vocabulary acquisition
(Brown & Lee, 2015). Pre-, while-, and post-listening activities are essential in creating a
structured approach to teaching listening. These stages ensure students are adequately
prepared, engaged during the task, and reflective afterward (Houston, 2016).
The aim of this study is to explore the role of these stages in listening instruction and
propose practical strategies for implementing them effectively. By synthesizing insights from
previous studies, this research contributes to a better understanding of how structured
activities can enhance listening skills.
Methods
This study relies on a review of existing literature, including research articles, pedagogical
frameworks, and case studies on listening instruction. Works by Babenko (2016), Field (1997),
and Kumar (2021) provide a theoretical basis for understanding the stages of listening.
Additionally, practical approaches are drawn from Houston (2016) and Liao (2012), focusing
on pre-listening preparation, active engagement during while-listening, and reflective exercises
in post-listening.
My own perspective is incorporated into the analysis, particularly in tailoring these
strategies to diverse classroom contexts, including technology integration as highlighted by
Maulina et al. (2022).
Results and Discussion
Pre-Listening Activities
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Pre-listening activities activate background knowledge and set the stage for
comprehension (Khan, 2021).
1
Strategies include brainstorming, predicting, and discussing key
vocabulary. These techniques create a schema, allowing learners to anticipate the content of
the listening task (Brown & Lee, 2015).
2
For example, a short discussion on the topic of a
podcast primes students for active engagement.
The importance of connecting pre-listening tasks to learners' interests. For instance,
introducing culturally relevant topics can increase motivation and attention, especially in
diverse classrooms.
While-Listening Activities
During this stage, learners process the audio input and engage in focused tasks such as
note-taking, filling in gaps, or answering comprehension questions. Houston (2016)
emphasizes dividing listening tasks into manageable chunks to reduce cognitive overload.
Using guided questions or visual aids during while-listening helps students stay focused.
Additionally, providing transcripts for complex listening materials can serve as a supportive
tool for lower-proficiency learners.
Post-Listening Activities
Post-listening tasks allow learners to consolidate understanding and reflect on their
performance (Morley, 1991). Activities such as summarizing, discussing, or creating related
projects are effective for reinforcing comprehension. According to Kumar (2021), feedback
during this stage is crucial for addressing gaps in understanding.
Integrating technology-based tools, such as collaborative online platforms, can make
post-listening activities more interactive. For example, students could use discussion boards or
video presentations to share their reflections on the listening material.
Conclusion
Pre-, while-, and post-listening activities are indispensable for effective listening
instruction in ESL/EFL contexts. These stages provide a structured framework that enhances
engagement, comprehension, and retention. Our analysis underscores the importance of
adapting these strategies to the needs of diverse learners and integrating innovative tools to
enrich the learning experience.
Future research should explore the long-term effects of structured listening activities on
language acquisition and investigate how these techniques can be customized for different age
groups and proficiency levels.
References:
1.
Babenko, O.V., 2016. Creative techniques for increasing listening comprehension skills.
Науковий вісник Національного університету біоресурсів природокористування
України. Серія: Філологічні науки, (257), pp.182-188.
2.
Brown, H. D. & Lee, H. (2015). Teaching by principles: An interactive approach to language
pedagogy (4th edition) (pp. 14-35). New York: Pearson-Longman. (chapter 2)
1
Khan. N. (2021). The Impact of activating Background knowledge via pre-listening activities on non-english
major’ Listening comprehension at Ho Chi Minh City Open UniversityKumar, G., 2021.
2
Brown, H. D. & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th edition)
(pp. 14-35). New York: Pearson-Longman. (chapter 2)
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3. Dovronovich, E.D., 2023. THE NECESSITY OF TEACHING LISTENING STRATEGIES. British
View, 8(3)
3.
Field. J. (1997). Skills and Strategies: towards a new methodology for listening. New York:
Oxford University press. 1997
4.
Houston. H. (2016). The Three Stages of a Listening Activity. The Magazine for English
Language Teachers.
5.
Jones, D., 2008, March. Is there any room for listening? The necessity of teaching listening
skills in ESL/EFL classrooms. In Kansai University Gaikokugo Forum (Vol. 7, pp. 15-22).
6.
Khan. N. (2021). The Impact of activating Background knowledge via pre-listening
activities on non-english major’ Listening comprehension at Ho Chi Minh City Open
UniversityKumar, G., 2021.
7.
A study on pre-listening and post-listening activities of English among first year foreign
students of Osmania University Engineering College. International Journal of Multidisciplinary
Educational Research, 10, pp.77-80
8.
Lestari. T.(2013) Increasing Students’ Micro Skills of Listening Through Drills at the
Second Year Students.
9.
Liao, S., 2012. Listening strategies and applications in EFL classroom. Report on English
Education Resource Center of Senior High Schools in Taiwan.
