with limited exposure. This study applied a qualitative approach with a descriptive and

phenomenological orientation to analyze the implementation of the PDP methodology in the

development of listening comprehension high school students at a rural public school in Chone City,

Ecuador. Data were collected through semi-structured interviews with teachers, classroom observations

and a documentary review of recent academic literature. Findings revealed that the PDP methodology

helps structure the listening process, increases student participation, and improves listening

comprehension when its stages are implemented effectively. However, challenges such as technological

limitations and emotional barriers (e.g., fear of making mistakes) were identified as factors affecting

the effectiveness of the methodology in low-resource settings. The PDP methodology proves to be a

valuable tool for improving listening skills in English language learners, but its success depends on

La comprensión auditiva es imprescindible para el desarrollo de la competencia comunicativa en

estudiantes de inglés, y la metodología PDP ofrece una forma estructurada de mejorar esta habilidad,

participación de los estudiantes y mejora la comprensión auditiva cuando sus fases se implementan

eficazmente. Sin embargo, se identificaron retos como las limitaciones tecnológicas y las barreras

emocionales (por ejemplo, el miedo a cometer errores) como factores que afectan a la eficacia de la

metodología en entornos con pocos recursos. El enfoque PDP demuestra ser una herramienta valiosa

para mejorar la comprensión oral en estudiantes de inglés, pero su éxito depende de la adaptación de

las estrategias a los niveles de los estudiantes, el acceso a los recursos tecnológicos y el apoyo emocional

durante las tareas de comprensión oral.

Palabras claves: habilidades de escucha, metodología PDP, idioma inglés, estrategias

INTRODUCTION

Listening comprehension in English is one of the most important skills in the development of

communicative competence in students to effectively perform in real contexts of oral interaction,

however, it continues to be one of the most neglected in the language learning process, especially in

public school contexts where opportunities for exposure to English are limited despite living in the

knowledge era.

Listening comprehension contributes to the overall development of language proficiency and academic

achievement of students learning English as a second language. Failure to develop effective listening

active, comprehensive, and meaningful listening of the English language.

Studies such as the one conducted by Anchundia et al. (2025), establish that, despite the importance of

listening comprehension in learning English, numerous students have difficulties in developing it. These

authors showed that the application of the Pre-, During-, Post-listening methodology improves students’

listening skills. However, there are still few updated studies that analyze this methodology from a

contextualized perspective in fiscal institutions in rural or semi-urban areas of Ecuador.

The study was conducted in a public institution located in the Tablada de Sánchez sector, in Chone City,

Manabí, Ecuador. This context presents particular social and educational characteristics, such as limited

access to technological resources and the presence of students with low levels of exposure to English

outside the classroom.

teaching of listening comprehension in English.

students’ listening skills.

comprehension in the classroom.

LITERATURE REVIEW

perceiving sounds, receiving signals, interpreting ideas and constructing meanings that transform the

cognitive environment.

Listening, as an essential language skill, is the means through which people acquire a large part of their

education, information, understanding of the world, human affairs, ideals, values and appreciation

(Heredia, 2018; Fatah & Farj, 2024), which requires a sender, an oral message and a receiver for the

communicative process to take place (Gonzalez, 2019).

González (2020) comments that the main objective of teaching listening comprehension in English is

to stimulate the development of phonemic hearing in students, strengthening this skill progressively

throughout the different educational levels. Moreover, its development is not only limited to the design

materials, for the purpose of performing or responding to a specific task. Abreus et al. (2020) add that

strengthening listening comprehension in English facilitates the learner’s interaction with different

aspects of the language, which subsequently contributes to the integrated development of the other

language skills.

However, despite the fact that listening comprehension is one of the most important and demanding

linguistic skills, its scarce attention in English teaching limits its effective development, resulting in

low levels of student performance (Morales, 2021). Similarly, López et al. (2021) state that in the

teaching of listening comprehension, an adequate coherence is not always achieved in the didactic use

it is essential that educators implement structured methodologies that strengthen students’ listening

skills, as is the case of the Pre-During-Post methodology.

PDP is an effective methodology for teaching receptive skills, such as listening and reading, which help

students improve both their listening and reading comprehension skills in the English language

(Norhayati & Din, 2024; Anchundia et al., 2025).

Abdallah (2020) emphasizes that PDP is a structured framework that organizes the teaching of listening

comprehension in three stages: before, during, and after listening. In the “pre-” stage, knowledge is

activated and content is contextualized; in the “during” stage, tasks are completed that guide attention

toward key ideas; and, at the end, in the “post” stage, learning is reflected upon and applied through

Dieu and Van (2023) note that pre-listening is the introductory stage used to make content explicit,

clarify objectives, and establish roles, procedures, and goals for listening. Madani and Kheirzadeh

(2018) and Smyshlyak (2022) state that pre-listening prepares learners to understand an audio by

activating their prior knowledge, presenting the topic and key vocabulary to facilitate general and

specific comprehension, and generating expectations.

For their part, Nhu (2021) and Praveen (2021) identify that pre-listening activities are preparatory tasks

information, through tasks that promote active listening (López et al., 2021; Smyshlyak, 2022).

Hocaoğlu (2024) adds that the during-listening stage involves active exposure to auditory content,

where learners employ cognitive strategies, such as taking notes, relying on visual resources, and

making inferences to facilitate real-time comprehension.

According to Anchundia et al. (2025), the main objective of this stage is to develop students’ listening

skills through guided tasks that verify comprehension, clarify doubts, and reinforce key points with the

support of the teacher. In short, this is an important stage for strengthening listening proficiency, as it

requires direct, conscious, and strategic involvement with the spoken text.

Post-Listening Stage

Post-listening, according to Manrique (2019) and Smyshlyak (2022), is the post-listening stage, which

Post-listeniing activities should be adapted to learners’ levels and interests to maintain their engagement

and improve listening comprehension effectiveness, as Movva et al. (2022) indicate, listening tasks

during the listening stage seek to assess, contextualize, and model effective listening strategies,

promoting questioning and clarification during the process. Consequently, the post-listening stage helps

teachers assess students’ listening comprehension after exposure to oral material, and is particularly

useful for verifying the level of comprehension achieved during the while-listening stage.

This research employed a qualitative approach, whose objective was to analyze the incidence of the

Likewise, a phenomenological component was incorporated to interpret the experiences and perceptions

of teachers regarding the PDP methodology.

The study sample consisted of two English teachers and 35 ninth grade students, 19 belonging to parallel

A and 16 to parallel B, from a public school located in Tablada de Sánchez, canton Chone, province of

Manabí. The sample was selected by non-probabilistic convenience sampling, taking into account the

accessibility and availability of the participants.

For data collection, semi-structured interviews with teachers were used to explore their opinions on the

effectiveness of the PDP methodology. In addition, a classroom observation form was applied to

examine how the Pre-listening, During-listening and Post-listening stages are developed during the

classes. The data collection instruments were used to collect both subjective information, related to the

English”, etc. Also, selection criteria were established that prioritized up-to-date scientific publications,

specifically focusing on scholarly and scientific papers published between 2018 and 2025.

Regarding ethical aspects, the informed consent of the participants, the confidentiality of their answers

and the exclusive use of the data for academic purposes were guaranteed. For this reason, the name of

the educational institution is not mentioned, in order to preserve their anonymity.

Interviews were conducted with teachers in order to know their perception of the application of the PDP

focus and understand the purpose of each activity. However, they mentioned that the positive results are

more visible in students who already have a previous foundation in the language, while those with

greater difficulties require more accompaniment.

Among the strategies used by the teachers interviewed were discussion questions, brainstorming,

prediction exercises and image analysis. These activities, from the teachers' point of view, activate

students' prior knowledge and generate a context that favors listening comprehension. However,

educators mentioned that some students show little interest or become inhibited when they do not master

the topic, a factor that frequently affects their participation in this stage.

Movva, S., Alapati, P. R., Veliventi, P., & Maithreyi. (2022). The Effect of Pre, While, and Post Listening

Activities on Developing EFL Students’ Listening Skills. Theory and Practice in Language

Studies, 12(8), 1500-1507. doi: https://doi.org/10.17507/tpls.1208.05

Muji, N. C., Derlis, A., Yulianingsih, S., & Triningsih, R. (2023). Analysis of listening skills in

elementary school: Narrative literature review. Pendas : Jurnal Ilmiah Pendidikan Dasar, 8(1),

7122-7133. Obtenido de https://journal.unpas.ac.id/index.php/pendas/article/view/6876/3753

Nhu, N. N. (2021). Effects of Activating Background Knowledge in Listening Skill and How to Improve

IELTS Listening. Journal of English Language Teaching and Applied Linguistics, 3(6), 13-25.

Peña, V. L. (2019). Enseñanza del inglés como lengua extranjera y desarrollo de competencias

lingüísticas. Universidad Andina Simón Bolívar, 98. Obtenido de

https://repositorio.uasb.edu.ec/bitstream/10644/6603/1/T2833-MIE-Pe%C3%B1a-

Ense%C3%B1anza.pdf

Praveen, G. (2021). A Study on Pre-Listening and Post-Listening Activities of English among First-

Year Foreign Students of Osmania University Engineering College. International Journal of

Multidisciplinary Educational Research, 5(16), 77-81. Obtenido de

https://ijmer.s3.amazonaws.com/pdf/volume10/volume10-issue7(10)/7.pdf

Saragih, D., Marpaung, A., & Saragih, R. P. (2022). The Use of Podcast in Improving Students’

Listening Skill of Senior High School. nternational Journal Corner of Educational

Smyshlyak, K. (2022). Pre-Listening and Pre-Reading Stages' Activities from the Speaking Skills

Development Perspective (Based on Skyeng Lesson Development Practice). Research Gate,

2(1), 10-13. doi: https://doi.org/10.35213/2686-7516-2021-2-2-10-13

Yilorm, Y. A., Acosta, H., & Martinez, E. (2019). Desarrollo de la habilidad comprensión auditiva de la

lengua inglesa en estudiantes socialmente vulnerables. Universidad de Matanzas Camilo

Cienfuegos, 1(45), 69-82. Obtenido de

https://www.redalyc.org/journal/4780/478058273005/html/

Zhou, X. (2023). A Study on the Use of Listening Strategies and Listening Barriers of Chinese Training