The Impact of Explicit Strategy Instruction on Listening Comprehension: A Systematic Review and Theoretical Synthesis

The Impact of Explicit Strategy Instruction on Listening Comprehension: A Systematic Review and Theoretical Synthesis | Zenodo Skip to main Communities My dashboard Log in Sign up Zenodo is currently experiencing slowness and intermittent outages due to heavy automated traffic from bots and AI crawlers. We are aware of the problem, and our team is focused on stabilizing the service. Thank you for your patience. Published May 5, 2026 | Version v1 Journal article Open The Impact of Explicit Strategy Instruction on Listening Comprehension: A Systematic Review and Theoretical Synthesis Authors/Creators Dr. Mohamed OUHEJJOU, 1 Dr. Khalil HSOUNE, 1 Dr. Mohamed OUBEDDA, 1 Show affiliations 1.

Faculty of Letters, Languages and Arts, Ibn Tofail University, Kenitra, Morocco. Description Listening comprehension has undergone a significant reconceptualization within second language acquisition (SLA), evolving from a passive receptive skill to a complex, cognitively and metacognitively mediated process (Vandergrift & Goh, 2012; Field, 2008). Within this paradigm shift, explicit strategy instruction—particularly in its metacognitive form—has emerged as a central pedagogical intervention aimed at enhancing learners’ ability to process spoken input effectively (Goh, 2008; Vandergrift & Tafaghodtari, 2010). This article presents a systematic and theoretically grounded review of research investigating the impact of explicit listening strategy instruction (ELSI) on second language (L2) listening comprehension. Drawing on cognitive, metacognitive, and sociocultural frameworks, the study synthesizes findings from experimental, quasi-experimental, and meta-analytic research published over the past three decades. The analysis reveals that ELSI produces a consistent, moderate positive effect on listening comprehension outcomes, while also fostering metacognitive awareness, strategic flexibility, and affective regulation (Graham & Macaro, 2008; Cross, 2011). However, the magnitude and durability of these effects are mediated by multiple variables, including learner proficiency, instructional design, and contextual constraints (Plonsky & Oswald, 2014). The review further identifies persistent methodological limitations in the literature, including short intervention durations, inconsistent operationalization of strategies, and overreliance on self-report measures (Oxford, 2017; Zhang & Goh, 2006). By integrating theoretical and empirical perspectives, this article advances a more nuanced understanding of how and why explicit strategy instruction works, and under what conditions it is most effective. It concludes by proposing a research agenda that prioritizes longitudinal designs, context-sensitive investigations, and the integration of strategy instruction into assessment-driven educational systems. Files 9.pdf Files (369.6 kB) Name Size Download all 9.pdf md5:eb912011443091ea4651e39a5f6196c9 369.6 kB Preview Download 37 Views 19 Downloads Show more details All versions This version Views Total views 37 37 Downloads Total downloads 19 19 Data volume Total data volume 7.4 MB 7.4 MB More info on how stats are collected.... Versions External resources Indexed in OpenAIRE Communities Keywords and subjects Keywords . Details DOI DOI Badge DOI 10.5281/zenodo.20033877 Markdown [](https://doi.org/10.5281/zenodo.20033877) reStructuredText .. image:: https://zenodo.org/badge/DOI/10.5281/zenodo.20033877.svg :target: https://doi.org/10.5281/zenodo.20033877 HTML <a href="https://doi.org/10.5281/zenodo.20033877"><img src="https://zenodo.org/badge/DOI/10.5281/zenodo.20033877.svg" alt="DOI"></a> Image URL https://zenodo.org/badge/DOI/10.5281/zenodo.20033877.svg Target URL https://doi.org/10.5281/zenodo.20033877 Resource type Journal article Publisher International Journal of Social Science and Human Research Published in International Journal of Social Science and Human Research, 09(05), 3507-3517, ISSN: 2644-0695, 2026. Languages Old English (ca. 450-1100) Rights License Creative Commons Attribution 4.0 International The Creative Commons Attribution license allows re-distribution and re-use of a licensed work on the condition that the creator is appropriately credited. Read more Citation Export Technical metadata Created May 5, 2026 Modified May 5, 2026 Jump up About About Policies Infrastructure Principles Projects Roadmap Contact Blog Blog Support Help FAQ Developers REST API OAI-PMH Contribute GitHub Donate Funded by Powered by CERN Data Centre & InvenioRDM Status Privacy policy Cookie policy Terms of Use This site uses cookies. Find out more on how we use cookies Accept all cookies Accept only essential cookies

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