TEACHING LISTENING SKILLS

Listening is a central component of communicative competence, yet it remains challenging for many learners of English as a foreign language (EFL). Learners may find it difficult to process rapid speech, connected speech, unfamiliar vocabulary, varied accents, and the contextual meaning of spoken messages. This article examines how authentic multimedia can be integrated into listening instruction and how it may support comprehension, strategic listening, learner engagement, and autonomy. The study adopts a qualitative, literature-based research design and synthesises selected books and peer-reviewed studies on listening pedagogy, authentic materials, multimedia learning, metacognition, and captioned media. The reviewed literature is analysed thematically, with attention to (1) the nature of listening comprehension, (2) the pedagogical value and limitations of authentic materials, (3) the contribution of audio-visual and captioned resources, and (4) the role of metacognitive strategies and learner support. The synthesis suggests that multimedia is most educationally useful when it is integrated into a structured instructional sequence rather than used as entertainment or passive exposure. Pre-listening preparation, focused first listening, selective replay, note-taking, reflection, and appropriately designed post-listening tasks can help learners use authentic input more purposefully. At the same time, excessive visual information, difficult language, overreliance on subtitles, and poorly selected materials may increase cognitive demands. The article concludes that authentic multimedia should be selected according to learners’ proficiency, lesson objectives, and task demands, and should be combined with explicit strategy instruction and teacher guidance.