Abstract
With lectures being the dominant mode of instruction in higher education (HE), proficiency in listening comprehension is essential for academic success. This skill, however, may pose significant challenges for students from traditional, rote-based educational backgrounds—such as those examined in this study—when transitioning to degree programs at international universities. In these educational contexts, listening instruction is often limited to assessing comprehension without fostering critical engagement with the audio material. In contrast, students at international universities are typically expected to critically engage with the content. This discrepancy presents a challenge for English for Academic Purposes (EAP) professionals, who aim to equip students with effective learning strategies to cultivate a more critical approach to academic listening and facilitate their integration into the academic discourse community. This paper examines the implementation of metacognitive strategy-based instruction to teaching academic listening in EAP classes at British University Vietnam, where most students have been educated in traditional Vietnamese schools and whose listening strategies in their second language tend to be influenced by exam-oriented learning. The adoption of this instructional approach aims to scaffold students’ ability to critically engage with academic listening materials and support their transition to university-level study. The research employs a mixed-methods approach, incorporating quantitative data from students’ diagnostic, formative, and summative listening assessments, alongside qualitative analysis of both scaffolded and unguided student reflections on their learning experiences. Preliminary findings indicate that metacognitive strategy has a positive impact on both students’ academic listening skills and their ability to engage critically with audio content.
Author Information
Yulia Tregubova, British University Vietnam, Vietnam
Paper Information
Conference: SEACE2025
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the SEACE2025 Conference Proceedings (View)
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To cite this article:
Tregubova Y. (2025) Fostering Criticality Through Academic Listening ISSN: 2435-5240 The Southeast Asian Conference on Education 2025: Official Conference Proceedings (pp. 373-383) https://doi.org/10.22492/issn.2435-5240.2025.32
To link to this article: https://doi.org/10.22492/issn.2435-5240.2025.32
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