PRE-DURING-POST for Teaching English Listening in Basic Education

Abstract

Listening comprehension is indispensable for developing communicative competence in English learners, and the PDP methodology offers a structured way to improve this skill, especially in contexts with limited exposure. This study applied a qualitative approach with a descriptive and phenomenological orientation to analyze the implementation of the PDP methodology in the development of listening comprehension high school students at a rural public school in Chone City, Ecuador. Data were collected through semi-structured interviews with teachers, classroom observations and a documentary review of recent academic literature. Findings revealed that the PDP methodology helps structure the listening process, increases student participation, and improves listening comprehension when its stages are implemented effectively. However, challenges such as technological limitations and emotional barriers (e.g., fear of making mistakes) were identified as factors affecting the effectiveness of the methodology in low-resource settings. The PDP methodology proves to be a valuable tool for improving listening skills in English language learners, but its success depends on tailoring strategies to students' levels, access to technological resources, and emotional support during listening tasks.