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Accepted 2025-04-15
Published 2025-05-28
Abstract
This systematic review synthesizes research on English listening pedagogy in Chinese high schools over the past two decades (2004-2024). From an initial pool of 1,700 articles identified in core journals, 72 met the inclusion criteria through a rigorous five-stage screening process. The analysis reveals three significant findings: First, scholarly output peaked between 2009-2011 (accounting for 31.2% of total publications), with Jiangsu and Zhejiang provinces producing 58.7% of studies, indicating substantial regional disparities in research productivity (χ²=36.42, p<0.01). Second, methodological analysis shows only 19.3% of studies employed empirical designs, while 80.7% were theoretical or descriptive - a statistically significant imbalance (t=7.85, df=71, p<0.001). Third, content analysis identified four primary research foci: instructional strategies (53.6%), influencing factors (24.8%), assessment methods (14.3%), and technological applications (7.3%). Notably, teacher training evaluation constituted merely 5.2% of studies. These findings highlight critical gaps in current research, particularly in empirical validation, technological integration, and teacher professional development. The study proposes a three-pronged agenda for future research: (1)adoption of mixed-methods designs to enhance methodological rigor, (2) systematic investigation of under-researched regions to address geographical imbalances, and (3) development of comprehensive frameworks for technology-enhanced listening assessment. This systematic review provides empirical evidence to guide the evolution of EFL listening pedagogy in Chinese secondary education context.
References
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This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2025 Yanan Zhai (Author); Li Jiang, Meng Wei, Ruoyu Wang, Lan Mi (Co-Authors)