International Conference on Social Sciences and Humanities Research · Vol. 2 No. October Issue (2026)

Developing Arabic Listening Comprehension of University Students through Authentic Audio-Visual Materials and Metacognitive Strategy Instruction

Authors

  • Luqmonjon Muftillayev Master’s Student, International Islamic Academy of Uzbekistan, Tashkent, Uzbekistan

Keywords

Arabic language teaching listening comprehension authentic materials metacognitive strategies bottom-up and top-down processing Uzbek learners teaching methodology

Abstract

Listening comprehension is often the least developed skill among Uzbek students of Arabic, whose training traditionally focuses on reading and the grammatical analysis of written texts. This article analyses the cognitive nature of listening, the specific difficulties that Arabic speech presents to Uzbek-speaking learners, and the methodological conditions for developing this skill at university level. Particular attention is paid to the use of authentic audio-visual materials and to metacognitive strategy instruction, which teaches learners to plan, monitor and evaluate their own listening. Criteria for selecting authentic materials by level are proposed, and a lesson cycle combining top-down and bottom-up processing with metacognitive reflection is described. The article concludes that listening should be taught as a process rather than merely tested as a product.

Downloads

Download data is not yet available.

References

1. Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, Teaching, Assessment - Companion Volume. Strasbourg: Council of Europe Publishing.

2. Ferguson, C. A. (1959). Diglossia. Word, 15(2), 325-340.

3. Field, J. (2008). Listening in the Language Classroom. Cambridge: Cambridge University Press.

4. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge: Cambridge University Press.

5. Rost, M. (2011). Teaching and Researching Listening (2nd ed.). Harlow: Pearson Education.

6. Vandergrift, L., & Goh, C. C. M. (2012). Teaching and Learning Second Language Listening: Metacognition in Action. New York: Routledge.

7. Vandergrift, L., Goh, C. C. M., Mareschal, C. J., & Tafaghodtari, M. H. (2006). The Metacognitive Awareness Listening Questionnaire: Development and validation. Language Learning, 56(3), 431-

462.

8. Wajnryb, R. (1990). Grammar Dictation. Oxford: Oxford University Press.