A CONCEPTUAL REVIEW OF WEB-BASED LISTENING INSTRUCTION FOR EFL LEARNERS
Keywords:
EFL learners, Conceptual framework synthesis, Digital learning, Web-based listening instruction,Abstract
The rapid expansion of digital technologies has transformed listening instruction in EFL contexts by providing access to authentic, multimodal, and flexible input through web-based platforms. However, despite these technological advancements, listening pedagogy often remains limited to passive “listen-and-answer” activities lacking strategic scaffolding or theoretical grounding. This study addresses the gap between technological innovation and pedagogical practice by conducting a Conceptual Framework Synthesis of 60 scholarly works published between 2015 and 2024 across language pedagogy, technology-enhanced learning, metacognition, and self-regulated learning. The analysis identifies recurring dimensions shaping effective web-based listening instruction, including pedagogical design, cognitive and metacognitive processing, technological affordances, authenticity, motivation, sociocultural relevance, collaboration, autonomy, multimedia support, and formative assessment. Findings reveal that web-based listening constitutes a multidimensional learning ecology in which multimodal input, user-controlled features, and digital scaffolding enhance comprehension and learner agency, while metacognitive and motivational mechanisms support sustained engagement. The study proposes a theoretically grounded model of digitally mediated listening orchestration, conceptualizing listening as the coordinated use of cognitive, emotional, and sociocultural resources through technology. The resulting framework offers an integrative foundation for designing contextually relevant, strategy-rich, and learner-centered web-based listening instruction in diverse EFL environments.
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