Strategic Approaches in Teaching Critical Listening to EFL Learners: A Classroom Case Study
Abstract
This qualitative case study investigates how a university EFL lecturer integrates multiple instructional strategies to teach Critical Listening to third-semester English Education students in Indonesia. Employing classroom observations, interviews, and document analysis, the study identifies three key strategies: bottom-up, top-down, and direct instruction. Findings reveal that these approaches, applied in a complementary manner across different teaching stages, foster improved vocabulary acquisition, comprehension of audio texts, and critical engagement. Challenges such as limited class time, lack of student motivation, and insufficient vocabulary were documented, alongside practical solutions such as media adaptation and flexible lesson planning. The study contributes to understanding effective pedagogical frameworks in EFL listening instruction and emphasizes the contextual factors that influence their success. Implications highlight the need for adaptive strategy use, increased teacher support, and future research into self-regulated learning integration.
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