Cognitivism Learning Theory and Receptive Skill Theory in Listening Comprehension: A State-of-the-Art Review for Non-Native Freshman University Students in English Language Education

Abstract This review investigates the application of Cognitivism Learning Theory and Receptive Skill Theory to enhance English listening comprehension for non-native freshman university students. Through a systematic analysis of recent scholarly literature, the study identifies cognitive load, metacognitive strategy use, and the nature of comprehensible input as central factors influencing listening proficiency. Findings indicate that effective pedagogical approaches must strategically scaffold the listening process to manage cognitive demands, explicitly teach self-regulatory strategies, and provide extensive exposure to varied and graded auditory input. The synthesis concludes that integrating these theoretically-grounded methods into English language education curricula is essential for supporting the academic success of this foundational learner demographic by transforming listening from a passive reception into an active, strategic skill. Keywords: Cognitivism Learning Theory, Receptive Skill Theory, Listening Comprehension, Non-Native Freshmen, Academic English Education