This article examines the significance of technology-enhanced tools in developing listening comprehensionamong learners of English as a Foreign Language (EFL). Listening is identified as the primary receptive skill and a fundamentalcomponent of language comprehension and communication. Given the widespread use of digital technologiesamong students, teachers increasingly integrate online and offline resources–such as videos, podcasts, and audio recordings–into listening instruction to enhance learners’ auditory perception and understanding. The article reviews relevantliterature to determine whether listening instruction should rely primarily on theoretical frameworks or technology-basedmethodologies. The findings indicate that visual support facilitates perceptual processing and aids in the comprehensionof abstract concepts. Furthermore, supplementary tools such as captions, transcripts, and adjustable playback speed significantlysupport learners’ listening development. Overall, technology-assisted listening instruction is shown to be morepedagogically effective, engaging, and meaningful than approaches based solely on theoretical instruction
| Mualliflar | Mirqodirova , Nozanin |
|---|---|
| Jurnal | Мактабгача ва мактаб таълими |
| Nashr sanasi | 2025-12-02 |
| Jild | 3 |
| Son | 12 |
| Til | Ingliz |
| DOI | 10.5281/zenodo.18045345 |
DOI: 10.5281/zenodo.18045345 · Maqolaning asl sahifasi
Listening comprehension, technology-enhanced learning, multimodal input, authentic materials, cognitive processes, audiovisual tools, digital resources, captions and transcripts, input enhancement, listening instruction, educational technology.
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