The quantitative and qualitative findings have indicated

The gap

Evidence profile

Sourced from the recommendations of the source papers, classified as general, spanning 3 journals.

Supporting evidence — 3 representative gaps

• The Listening Skill: Neglected, Tested, and Rarely Taught: The Realities of Teaching Listening in the Libyan Context (2026) · Comprehensive Journal of Science · doi

  According to the studies mentioned above and their results which can be considered successful and promising in teaching, learning and, consequently, improving listening skills, it is suggested that policymakers should reconsider the present strategies of teaching and learning listening as, indeed, they are outdated and shown to be somewhat ineffective. This is because listening is introduced as a passive skill in these strategies where it is thought to develop automatically without any instructions. In addition, it is necessary for teachers, particularly Libyans, to become aware of more effective techniques for teaching this significant skill. These can be cognitive, metacognitive and listening strategies and so forth which have been proven to be, to some extent, productive in expanding students’ listening capacity leading to its improvement. Another suggestion is that teachers, in their turn, should introduce these strategies to their students teaching them their types, differences, uses, and applications in the classroom in order to obtain the desired results. To achieve this, teachers should be adequately trained in teaching EFL by adopting methods and approaches that concentrate on listening as a vital input for language learning. This is policymakers’ responsibility because their role is to provide instructors with the appropriate training, materials, and qualified EFL trainers to guarantee the success of this significant shift in listening teaching and in language learning in general.

  generalrecommendations
  Keywords: listening teaching learning strategies teachers policymakers skill significant students language according mentioned considered successful promising
• Listening Strategies Employed by Vietnamese EFL Undergraduate Students: A Mixed-Methods Investigation (2026) · European Journal of English Language Studies · doi

  The quantitative and qualitative findings have indicated that the frequency of use of strategies in listening relies more on cognitive strategies than metacognitive and socio-affective ones. This suggests a need for both students and teachers to emphasise learning and training across all strategy groups to support learners’ balance in their use of cognitive, metacognitive, and socio-affective strategies for a more integrated listening competence. Overall, these findings enhance our theoretical understanding of Vietnamese students’ listening strategies and offer practical implications for designing more effective English listening instruction.

  generalrecommendationsevidence 5/5
  Keywords: strategies listening cognitive metacognitive socio affective students quantitative qualitative frequency relies ones suggests need teachers
• Secondary Students' Responses when Teachers Correct Their Mistakes Throughout Passage Reading (2026) · NTU journal for Administrative and Human Sciences (JAHS) · doi

  1. 2. The necessity of teachers giving students constant support and all types of feedback to increase their academic achievement and classroom engagement. applying various teaching techniques may yield differing degrees of success based on the learning preferences and styles of the students. Zainab Hatem Gazal/ NTU Journal for Administrative and Human Sciences (2026) 6(2) : 42-55 3. To accommodate the requirements and preferences of various students, teachers need to try to employ a range of instructional techniques. 4. Providing audio labs, listening to comprehension passages, and reading practice to facilitate the student’s reading skills and pronounce words correctly and with confidence. 5. Considering the psychological aspect of the student, his educational background, and his proficiency in the English language, without favoring one student over another, or, to put it another way, considering individual differences.

  generalrecommendationsevidence 5/5
  Keywords: students student teachers various techniques preferences reading considering necessity giving constant support types feedback increase

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