Pre, During and Post to develop receptive skills in the english language: A systematic review

Task-Based Language Teaching and EFL Oral Skills: A Pre-Post Study at Djelfa University

English as a Foreign Language (EFL) necessitates effective communication in English; unlike in the global context, most learners struggle with fluency, accuracy, and confidence in addressing English speakers. Task-Based Language Teaching (TBLT) is a practical approach to improving oral proficiency, with potential outcomes depending on the strategies employed. This paper explores how TBLT affects the process of the acquisition of oral communication in first-year EFL students enrolled in Djelfa University. Employing a one-group experimental design, 33 students were tested using pre- and post-tests, during which their scores were measured in relation to six criteria of oral communication: fluency, pronunciation, grammar, vocabulary, interaction, and comprehension. The integration of qualitative classroom observation methodology with quantitative data provided a comprehensive understanding of student engagement and language use during the intervention period. Despite a limited sample size and the absence of a control group, the study demonstrates significant improvement across all examined dimensions, with the most pronounced advancements shown in fluency and interactive competence. The findings indicate that the application of communicative, meaningful activities enhances the facilitation of linguistic correctness and fluency, in addition to allowing learners confidence and autonomy in spoken English. The study paper contributes to the growing interest in Task-Based Language Teaching (TBLT) within English as a Foreign Language (EFL) instruction, advising curriculum architects to integrate the task-based technique directly into the oral communication course to promote the acquisition of practical and functional language skills.   Highlights• Task-Based Language Teaching (TBLT) significantly improved first-year Algerian EFL students’ oral communication skills across all six measured dimensions, with vocabulary showing the largest gains and fluency and grammar demonstrating substantial improvement.• A mixed-methods approach combining pre-post testing with systematic classroom observation and error analysis revealed that immediate corrective feedback during task cycles, particularly recasts and clarification requests, effectively reduced morphological, syntactic, and lexical errors while enhancing interactive competence.• The study documents a comprehensive taxonomy of 30+ recurring communicative errors among novice EFL learners (including cross-linguistic interference from Arabic and French), providing empirical evidence for targeted pedagogical interventions within TBLT frameworks.• Findings demonstrate that meaning-oriented tasks (role-plays, problem-solving, debates) foster both linguistic accuracy and fluency in under-researched North African higher education contexts, though pronunciation gains remained modest, suggesting the need for supplementary phonetic training alongside communicative tasks.

A study of Strategies for developing the Reading Skills of Key Stage 1 Students

This paper examines the structural use of integrated cognitive reading strategies to address the language-literacy gap faced by Key Stage 1 learners in English-medium private schools in Sri Lanka, using an action research model. Young multilingual learners often master automated phonetic decoding, whereas a lack of understanding of meaning is enormous under traditional rote learning. Building on an intervention in a primary classroom with 30 pupils that took place over six weeks. Data collection instruments were teacher questionnaires, pre- and post-test student literacy assessments, and student decoding scores, oral fluency percentage, and text comprehension. The descriptive statistics showed a significant positive transformation. The average reading fluency for the cohort was from 37.33 WPM to 52.20 WPM, and the average reading comprehension score improved from 3.73 to 7.47 (out of 10). The author concludes that applying strategies early in the learning process is effective in moving beyond mere word calling to independent meaning construction.

Development of Teaching Materials For Receptive Language Skills In The Area of Listening Comprehension Using Thunkable

In the era of technology-based learning, the need for interactive and adaptive digital instructional materials is becoming increasingly urgent, particularly for receptive language skills such as listening, which have traditionally received less attention than productive skills. However, the instructional materials available in the Indonesian Language and Literature Education Program at Medan State University remain limited and have not yet optimally utilized technology to support listening comprehension. This study develops listening skills instructional materials based on the Thunkable app as a form of digital learning innovation, while also representing a novelty in integrating a mobile app development platform into listening comprehension instruction—an area that has not been extensively explored to date. The study employed a seven-step research and development (R&D) methodology, involving students from the Indonesian Language and Literature Education Program as test subjects, as well as validation by subject matter experts, linguists, and media experts, supplemented by evaluations from learning practitioners (teachers and lecturers). The results of the study show that the developed teaching materials received an average validation and evaluation score of 87.43%, which falls into the “very good” category. These findings confirm that Thunkable-based instructional materials are not only suitable for use in college courses but also help enrich the variety of digital learning resources and enhance students’ engagement and comprehension in listening skills.

Integrative Language Skills: A Theoretical Analysis of Receptive and Productive Components

Comprehensive language skills—comprising listening, speaking, reading, and writing—constitute the primary foundation of human communication and cognitive development. However, in pedagogical implementation, these four skills are often taught in isolation (partially). This study aims to theoretically and conceptually examine the integrative relationship among the components of language skills and its implications for language learning models. The research method employed is a literature review (library research) by collecting, reducing, and analyzing data from relevant textbooks, scientific journals, and curriculum documents. The results of the literature analysis indicate that receptive skills (listening and reading) act as the primary stimulus (input) that determines the quality of productive skills (speaking and writing) as the output. This study concludes that language teaching approaches must shift from a linear-partial model toward an integrative-holistic model to cultivate meaningful language proficiency.

Content and Language Integration in Academic Reading: Fostering EFL Learners’ Comprehension and Critical Thinking

The study investigates how this integration affects comprehension, critical thinking, student engagement, learner autonomy, and the particular difficulties that students face using thematic analysis. Student perspectives, classroom observations, and classroom records were used to collect data. Using detailed information from ten informants with a range of skill levels, this qualitative case study examines the impact of combining language and content in academic reading for English as a Foreign Language (EFL) learners in higher education. The results show that students' reading comprehension is much improved by contextualizing reading materials, structuring instruction, and connecting the subject to real-world scenarios. Giving students the chance to relate academic material to their own experiences increases their engagement and sense of autonomy. However, issues with technical jargon, a lack of prior knowledge, and the interpretation of statistical or graphical data remain obstacles. Scaffolded analysis, modeling of reading strategies, and pre-teaching of specialist terminology are among the effective tactics identified. These findings highlight the importance of adaptable, targeted teaching strategies for EFL students. Such interventions are essential for fostering critical thinking, academic literacy, and independence. Integrating language and content supports EFL learners in overcoming reading challenges and achieving academic success.

Studies in Second Language Learning and Teaching