Developing listening comprehension through listening strategies: A case study with 9- to 11-year-old students

Abstract

This case study addresses the underexplored area of exposure to listening strategies in first-language (L1) education by investigating the impact of explicit strategy instruction on the listening comprehension of 9- to 11-year-old students. Two groups were compared: one receiving strategy instruction (n = 14) and one without (n = 15). Results revealed significant improvements in comprehension for the strategies group, particularly among struggling students, who also demonstrated greater engagement and task organization. These findings underscore the importance of explicit, structured exposure to listening strategies to foster cognitive and metacognitive skills, emphasizing the value of applying similar approaches in diverse educational contexts. Unlike large-scale experimental research, this study follows a case study approach, focusing on an in-depth analysis of a specific pedagogical intervention in a well-defined classroom context. The aim is not to achieve statistical generalization but rather to provide analytical insights into the mechanisms underlying listening strategy instruction.