The use of comprehensible input to improve listening comprehension in high school EFL sudents: A literature review
DOI:
https://doi.org/10.62697/rmiie.v4iS1.160Keywords:
Input, listening comprehension, input hypothesis, listening skillsAbstract
This literature review examines how comprehensible input benefits high school EFL students in developing their listening comprehension skills. Based on a systematic review method, 18 peer-reviewed studies from 2019 to 2024 were selected from databases, including Scopus, ERIC, Google Scholar, and the library of the Universidad Católica de Cuenca. Instead of pointing out a gap in the research, this review synthesizes existing studies on comprehensible input in different educational levels and discusses their relevance to high school settings. The analysis is structured around two primary research questions: (1) What teaching strategies based on comprehensible input have been applied to improve listening comprehension, and what are their advantages and disadvantages? (2) What type of comprehensible input are currently used in EFL classrooms to support listening skills development? Results showed that podcasting, gamification, audiovisual materials, and interactive listening activities greatly contribute to developing students’ comprehension; however, some of the following challenges affect these approaches: access to technology, students’ motivation, and teachers’ training. This review emphasizes an importance of structure plans of teaching and multimodal materials in language learning and suggests an avenue for future studies to enhance comprehensible input strategies for EFL settings.
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