Vol. 13/ Núm. 2 2026 pág. 2708
https://doi.org/10.69639/arandu.v13i2.2362
Pre, During and Post to develop receptive skills in the english
language: A systematic review
Pre, Durante y Post para desarrollar las habilidades receptivas en el idioma inglés:
una revisión sistemática
María Valeria Barba Pinargote
valeriabarba69@gmail.com
https://orcid.org/0009-0005-5955-7000
Universidad Laica Eloy Alfaro de Manabí
Ecuador-Manta
José Andrés Cevallos Párraga
andresjoseparraga.z97cevalloz@gmail.com
https://orcid.org/0009-0000-5462-5928
Universidad Laica Eloy Alfaro de Manabí
Ecuador-Manta
Estefanía Jamilex Palma Ramos
Estefaniapalmaramos1999@gmail.com
https://orcid.org/0009-0006-4858-123X
Universidad Laica Eloy Alfaro de Manabí
Ecuador-Manta
Javier Antonio Zambrano Mero
javier.zambrano@uleam.edu.com
https://orcid.org/0000-0002-1125-364X
Universidad Laica Eloy Alfaro de Manabí
Ecuador-Manta
Artículo recibido: 17 mayo 2026- Aceptado para publicación:28 junio 2026
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
This study uses the Pre-During-Post (PDP) framework to study how receptive skills (reading and
listening skills) are cultivated in English as a foreign language (EFL) environment. The research
is done using a PRISMA-based systematic bibliographic review and qualitative methodology
based on a hermeneutic perspective. The theoretical contributions to receptive skills and
successful teaching were identified by examining academic sources from 2017 to 2025. The
results show that learners struggle with comprehension because of their small vocabulary, lack of
exposure to real language, and lack of cognitive and metacognitive techniques. The PDP
framework, which divides learning into three stages activation of prior information, guided
comprehension, and reflective consolidation emerges as an effective instructional strategy in
response to these difficulties. The study finds that the PDP model enhances reading and listening
Vol. 13/ Núm. 2 2026 pág. 2709
comprehension, encourages students to be involved, and develops more independent and strategic
learners. Therefore, EFL instruction should be done using it, especially in elementary school.
Keywords: receptive skills, pre-during-post (pdp) approach, english as a foreign language
(efl), reading comprehension, listening comprehension
RESUMEN
Se ha realizado una investigación para el desarrollo de habilidades receptivas, incluyendo la
comprensión lectora y auditiva, en contextos de inglés como lengua extranjera (EFL) a través del
enfoque Pre-Durante-Post (PDP). La investigación se basa en una revisión sistemática de la
literatura, guiada por el modelo PRISMA, y está enmarcada en una perspectiva cualitativa con un
enfoque hermenéutico. Se revisaron diferentes fuentes académicas publicadas entre 2017 y 2025
para identificar algunas de las principales contribuciones teóricas sobre habilidades receptivas y
los mejores métodos de enseñanza para la enseñanza efectiva de habilidades receptivas. Los
resultados revelaron que los estudiantes tienen dificultades para entender debido a un vocabulario
limitado, exposición restringida al lenguaje auténtico y un uso deficiente de estrategias cognitivas
y metacognitivas. En este contexto, se demuestra que el enfoque PDP es una herramienta
pedagógica efectiva porque organiza la enseñanza en tres etapas: activación de conocimientos
previos, comprensión guiada y consolidación reflexiva. Se asume que este modelo ayudará a
desarrollar habilidades de lectura y escucha, involucrar a los estudiantes en actividades de
aprendizaje y permitir la independencia en el aprendizaje. Recomendamos que este modelo se
utilice en inglés, particularmente en los niveles de educación básica.
Palabras clave: habilidades receptivas, enfoque pre-durante-post (pdp), inglés como
lengua extranjera (efl), comprensión lectora, comprensión auditiva
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
comprehension, encourages students to be involved, and develops more independent and strategic
learners. Therefore, EFL instruction should be done using it, especially in elementary school.
Keywords: receptive skills, pre-during-post (pdp) approach, english as a foreign language
(efl), reading comprehension, listening comprehension
RESUMEN
Se ha realizado una investigación para el desarrollo de habilidades receptivas, incluyendo la
comprensión lectora y auditiva, en contextos de inglés como lengua extranjera (EFL) a través del
enfoque Pre-Durante-Post (PDP). La investigación se basa en una revisión sistemática de la
literatura, guiada por el modelo PRISMA, y está enmarcada en una perspectiva cualitativa con un
enfoque hermenéutico. Se revisaron diferentes fuentes académicas publicadas entre 2017 y 2025
para identificar algunas de las principales contribuciones teóricas sobre habilidades receptivas y
los mejores métodos de enseñanza para la enseñanza efectiva de habilidades receptivas. Los
resultados revelaron que los estudiantes tienen dificultades para entender debido a un vocabulario
limitado, exposición restringida al lenguaje auténtico y un uso deficiente de estrategias cognitivas
y metacognitivas. En este contexto, se demuestra que el enfoque PDP es una herramienta
pedagógica efectiva porque organiza la enseñanza en tres etapas: activación de conocimientos
previos, comprensión guiada y consolidación reflexiva. Se asume que este modelo ayudará a
desarrollar habilidades de lectura y escucha, involucrar a los estudiantes en actividades de
aprendizaje y permitir la independencia en el aprendizaje. Recomendamos que este modelo se
utilice en inglés, particularmente en los niveles de educación básica.
Palabras clave: habilidades receptivas, enfoque pre-durante-post (pdp), inglés como
lengua extranjera (efl), comprensión lectora, comprensión auditiva
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 13/ Núm. 2 2026 pág. 2710
INTRODUCTION
With regards to today’s academic world and for people with a foreign language other than
English or foreign culture, the understanding of English is quite important for participation in
educational, scientific or professional activities on the global level (Rose & McKinley, 2018).
One of the keys aims in teaching English as a foreign language (EFL) is to teach the integrated
learning of the language skills (Macaro, 2018).
Receptive skills of text reading and listening are of course of particular interest though,
since it's the foundation from which we learn the language, and later we are supposed to use it to
develop productive skills (Nation, 2019).
Recent studies have shown that students in EFL contexts regularly struggle with each
skill, which, in particular, ultimately impacts their overall communicative performance (Graham,
Santos, & Vanderplank, 2018; Zhang, 2020). These problems have been implicated in issues like
limited vocabulary, limited exposure to authentic language, and conventional methods that
prioritize memorization over meaning making (Teng, 2020).
Numerous studies highlight the significance of combining bottom-up and top-down
processes in the specific case of hearing in order to facilitate both global and specific
understanding of the oral message (Vandergrift & Goh, 2017). In a similar vein, literature
illustrates the need to teach strategies like identifying key ideas, drawing conclusions, and
contextual analysis in order to foster a deep and critical understanding of the texts (Grabe &
Stoller, 2020).
Given these challenges, structured pedagogical approaches that methodically promote the
teaching-learning process must be defined. The PDP model (Pre-During-Post) is a methodological
approach that divides the instruction into three complementary phases: prior knowledge activation
before interaction with the text, strategy for comprehension, and reflexive consolidation
(Anderson, 2018). This method allows the learner to follow a structured pattern that facilitates
effective learning and growing of receptive behavior. While listening and reading studies are
increasing in the English as a Foreign Language (EFL) literature, it is still important to focus on
the ways that the PDP focus can help to develop both. As a result, a new bibliographic revision is
conducted to review the literature on receptive styles and to assess the role of the PDP model in
improving comprehension skills of English as a second language learners.
METHODOLOGY
Our study is qualitative and based on a hermeneutic perspective. This design enabled a
critical and more reflective interpretation of academic literature about the development of
receptive skills (reading and listening) in English as a foreign language (EFL) context and the
PDP (Pre-During-Post) methodological approach. The hermeneutic approach aimed to analyze
theoretical trends, conceptual coincidences, and contributions relevant to Spanish education.
INTRODUCTION
With regards to today’s academic world and for people with a foreign language other than
English or foreign culture, the understanding of English is quite important for participation in
educational, scientific or professional activities on the global level (Rose & McKinley, 2018).
One of the keys aims in teaching English as a foreign language (EFL) is to teach the integrated
learning of the language skills (Macaro, 2018).
Receptive skills of text reading and listening are of course of particular interest though,
since it's the foundation from which we learn the language, and later we are supposed to use it to
develop productive skills (Nation, 2019).
Recent studies have shown that students in EFL contexts regularly struggle with each
skill, which, in particular, ultimately impacts their overall communicative performance (Graham,
Santos, & Vanderplank, 2018; Zhang, 2020). These problems have been implicated in issues like
limited vocabulary, limited exposure to authentic language, and conventional methods that
prioritize memorization over meaning making (Teng, 2020).
Numerous studies highlight the significance of combining bottom-up and top-down
processes in the specific case of hearing in order to facilitate both global and specific
understanding of the oral message (Vandergrift & Goh, 2017). In a similar vein, literature
illustrates the need to teach strategies like identifying key ideas, drawing conclusions, and
contextual analysis in order to foster a deep and critical understanding of the texts (Grabe &
Stoller, 2020).
Given these challenges, structured pedagogical approaches that methodically promote the
teaching-learning process must be defined. The PDP model (Pre-During-Post) is a methodological
approach that divides the instruction into three complementary phases: prior knowledge activation
before interaction with the text, strategy for comprehension, and reflexive consolidation
(Anderson, 2018). This method allows the learner to follow a structured pattern that facilitates
effective learning and growing of receptive behavior. While listening and reading studies are
increasing in the English as a Foreign Language (EFL) literature, it is still important to focus on
the ways that the PDP focus can help to develop both. As a result, a new bibliographic revision is
conducted to review the literature on receptive styles and to assess the role of the PDP model in
improving comprehension skills of English as a second language learners.
METHODOLOGY
Our study is qualitative and based on a hermeneutic perspective. This design enabled a
critical and more reflective interpretation of academic literature about the development of
receptive skills (reading and listening) in English as a foreign language (EFL) context and the
PDP (Pre-During-Post) methodological approach. The hermeneutic approach aimed to analyze
theoretical trends, conceptual coincidences, and contributions relevant to Spanish education.
Vol. 13/ Núm. 2 2026 pág. 2711
The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses)
model was used to organize the bibliographical review, thus making the search and study selection
process systematic and transparent.
. During the identification phase, about 60 academic articles were found in various
databases with specialized knowledge in applied linguistics and education. Duplicate research
and research not directly related to developing receptive skills or the PDP approach were
discarded during the filtering phase. Full texts and summaries were reviewed for academic rigor,
thematic relevance, and adherence to the established time frame during the eligibility phase.
Finally, in the inclusion stage, the studies meeting all the established criteria and those
that contributed pertinent information to the hermeneutic analysis of the current work were
selected.
Search Strategy
The information search was done with the aid of Google Scholar, Dialnet, and scientific
repositories specialized in English education and teaching. Key terms such as "receptive skills,"
"listening comprehension," "reading comprehension," "EFL context," and "PDP framework"
were used. These keywords were combined using boolean operators AND and OR for
delimitation and search results optimization.
The time frame for hearing and reading-related evidence was 2017–2025, while the PDP
focused on studies from 2000–2025 to include relevant theoretical foundations. Articles published
in English and Spanish that have undergone peer review and received academic approval were
also selected.
Inclusion and Exclusion Criteria
About 25% of the studies initially identified (100%) were excluded due to duplication or
lack of access to the complete text. After modifying the questionnaires, another 25% were
removed because they did not specifically target receptive disorders in EFL contexts.
Subsequently, when we considered eligibility studies, productive skills (writing and
speaking) studies were excluded and ones that did not appear with clear methodological evidence
were not included. Ultimately, about 33% of the initial studies were selected for detailed analysis
in the present bibliographic review.
DEVELOPMENT
Listening skill
Listening Skill in English as a Second Language
One of the most difficult and problematic aspects of learning a second language is
listening comprehension. In EFL contexts, learners are required to process spoken language in
real time, often without the possibility of reviewing the input (Vandergrift & Goh, 2017).
The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses)
model was used to organize the bibliographical review, thus making the search and study selection
process systematic and transparent.
. During the identification phase, about 60 academic articles were found in various
databases with specialized knowledge in applied linguistics and education. Duplicate research
and research not directly related to developing receptive skills or the PDP approach were
discarded during the filtering phase. Full texts and summaries were reviewed for academic rigor,
thematic relevance, and adherence to the established time frame during the eligibility phase.
Finally, in the inclusion stage, the studies meeting all the established criteria and those
that contributed pertinent information to the hermeneutic analysis of the current work were
selected.
Search Strategy
The information search was done with the aid of Google Scholar, Dialnet, and scientific
repositories specialized in English education and teaching. Key terms such as "receptive skills,"
"listening comprehension," "reading comprehension," "EFL context," and "PDP framework"
were used. These keywords were combined using boolean operators AND and OR for
delimitation and search results optimization.
The time frame for hearing and reading-related evidence was 2017–2025, while the PDP
focused on studies from 2000–2025 to include relevant theoretical foundations. Articles published
in English and Spanish that have undergone peer review and received academic approval were
also selected.
Inclusion and Exclusion Criteria
About 25% of the studies initially identified (100%) were excluded due to duplication or
lack of access to the complete text. After modifying the questionnaires, another 25% were
removed because they did not specifically target receptive disorders in EFL contexts.
Subsequently, when we considered eligibility studies, productive skills (writing and
speaking) studies were excluded and ones that did not appear with clear methodological evidence
were not included. Ultimately, about 33% of the initial studies were selected for detailed analysis
in the present bibliographic review.
DEVELOPMENT
Listening skill
Listening Skill in English as a Second Language
One of the most difficult and problematic aspects of learning a second language is
listening comprehension. In EFL contexts, learners are required to process spoken language in
real time, often without the possibility of reviewing the input (Vandergrift & Goh, 2017).
Vol. 13/ Núm. 2 2026 pág. 2712
The fact that the experience of ‘hearing’ gives students only fleeting, ephemeral input
versus reading puts more cognitive strain on them.
Research indicates that successful listening requires the interaction of bottom-up
processes, such as sound discrimination and lexical recognition, and top-down processes,
including the activation of background knowledge and contextual inference (Field, 2018;
Renandya & Widodo, 2018).
Listening skills are typically under exercised in schools because of too much attention on
grammar-based training and not enough exposure to real-world oral input. Graham (2017) argues
that many EFL learners struggle not only because of linguistic limitations but also because they
lack strategic awareness.
In recent research, listening teaching should encourage strategic training that teaches
students to actively create meaning rather than rely solely on comprehension tests (Cross, 2020;
Siegel, 2018).
Listening Skill in Children’s Learning Process
Listening is crucial in the development of children’s second languages in elementary
school because it is the main way that students learn language in the classroom. Young learners
use sound to develop vocabulary, pronunciation patterns, and fundamental syntactic abilities in a
foreign language, according to Pinter (2017).
Shin and Crandall (2019) stress that children need meaningful, contextualized and visual
feedback to benefit from understanding. In addition to this, Cameron (2018) argues that children
process language in a holistic manner and not in a systematic way, so they are able to use context,
gestures, and repetition while listening to verbal input. Emotions also make kids listen less and
less because they are afraid of misunderstanding or anxiety.
It does not stop there that emotional intelligence is also of great importance in learning a
foreign language especially in the development of receptive abilities. Recent studies suggest that
students who manage their own emotions including fear, anxiety and frustration are more likely
to participate in and score better on comprehension tests. Students’ motivation and self-
confidence in listening and reading are significantly affected by the supportive context of schools
and emotional support. As (Derakhshan et al., 2021; Gay et al., 2022) observe, emotional
intelligence in EFLbarn can determine whether or not students are able to recognize and regulate
emotions which impacts academic achievement as well as social interaction positively. Similarly,
recent studies in educational contexts demonstrate that emotionally supportive environments
encourage meaningful learning and higher student engagement in English language classes.
Graham (2017) writes that confidence-building practices are most relevant in early
language teaching. Butler (2019) finds that young learners benefit from multimodal input (visual
aids, movement and interactive tasks) that accompany listening activities. In children’s early
years, receiving rich and understandable input helps them to learn phonological structures and be
The fact that the experience of ‘hearing’ gives students only fleeting, ephemeral input
versus reading puts more cognitive strain on them.
Research indicates that successful listening requires the interaction of bottom-up
processes, such as sound discrimination and lexical recognition, and top-down processes,
including the activation of background knowledge and contextual inference (Field, 2018;
Renandya & Widodo, 2018).
Listening skills are typically under exercised in schools because of too much attention on
grammar-based training and not enough exposure to real-world oral input. Graham (2017) argues
that many EFL learners struggle not only because of linguistic limitations but also because they
lack strategic awareness.
In recent research, listening teaching should encourage strategic training that teaches
students to actively create meaning rather than rely solely on comprehension tests (Cross, 2020;
Siegel, 2018).
Listening Skill in Children’s Learning Process
Listening is crucial in the development of children’s second languages in elementary
school because it is the main way that students learn language in the classroom. Young learners
use sound to develop vocabulary, pronunciation patterns, and fundamental syntactic abilities in a
foreign language, according to Pinter (2017).
Shin and Crandall (2019) stress that children need meaningful, contextualized and visual
feedback to benefit from understanding. In addition to this, Cameron (2018) argues that children
process language in a holistic manner and not in a systematic way, so they are able to use context,
gestures, and repetition while listening to verbal input. Emotions also make kids listen less and
less because they are afraid of misunderstanding or anxiety.
It does not stop there that emotional intelligence is also of great importance in learning a
foreign language especially in the development of receptive abilities. Recent studies suggest that
students who manage their own emotions including fear, anxiety and frustration are more likely
to participate in and score better on comprehension tests. Students’ motivation and self-
confidence in listening and reading are significantly affected by the supportive context of schools
and emotional support. As (Derakhshan et al., 2021; Gay et al., 2022) observe, emotional
intelligence in EFLbarn can determine whether or not students are able to recognize and regulate
emotions which impacts academic achievement as well as social interaction positively. Similarly,
recent studies in educational contexts demonstrate that emotionally supportive environments
encourage meaningful learning and higher student engagement in English language classes.
Graham (2017) writes that confidence-building practices are most relevant in early
language teaching. Butler (2019) finds that young learners benefit from multimodal input (visual
aids, movement and interactive tasks) that accompany listening activities. In children’s early
years, receiving rich and understandable input helps them to learn phonological structures and be
Vol. 13/ Núm. 2 2026 pág. 2713
more able to listen with a higher level of fluency. Early and consistent exposure to oral language
is critical in developing long-term listening skills in EFL settings, according to Muñoz (2020).
Instructional Approaches for Developing Listening in Children
When and how to encourage children to listen in basic learning, we suggest structured
pedagogical support before, during and after oral input in basic education to develop listening
skills. Vandergrift and Goh (2017) report that listening development is better when children are
taught how to design listening activities, and not to answer questions that they will have a limited
understanding of in a short time. Scaffolding instruction is essential for children to avoid cognitive
overload and remain focused in the listening task.
According to Shin and Crandall (2019), young learners benefit from pre-listening
activities that activate background knowledge and introduce key vocabulary.
Interactive listening tasks have also been shown to increase engagement and
comprehension. Rost (2016) emphasizes that incorporating prediction, visualization, and guided
questioning enhances meaning construction. Task-based listening exercises promote involvement
and let kids process information through deliberate dialogue.
Ellis (2018) suggests that meaningful tasks support deeper processing and retention of
language structures.
Metacognitive strategy instruction can also be adapted for young learners through simple
reflective practices. Goh (2018) points out that even children can develop basic self-monitoring
skills when guided properly. When providing contextual guidance, multimodal features such as
images, gestures, and digital audio materials help to convey listening information.
Recent classroom-based research (Nguyen & Abbott, 2023; Zhang, 2021) has shown that
structured listening phases and interactive activities in primary school students exhibit improved
outcomes.
Reading skill
Reading Skill in English as a Second Language
Reading in English as a second language is considered a very complex cognitive and
linguistic process. Reading is information gathering in a text and therefore it takes a combination
of knowledge of the language, existing knowledge and cognitive capacity. Scholars such as Grabe
and Stoller (2020) explain that effective reading in a second language requires the interaction of
lower-level skills (such as word recognition) and higher-level processes like inference and
interpretation.
Similarly, Anderson (2018) states that reading comprehension is an active process in
which readers consider, process and appraise the text rather than simply decoding words. This
interactive process requires readers to connect new information with their previous knowledge
and experiences.
more able to listen with a higher level of fluency. Early and consistent exposure to oral language
is critical in developing long-term listening skills in EFL settings, according to Muñoz (2020).
Instructional Approaches for Developing Listening in Children
When and how to encourage children to listen in basic learning, we suggest structured
pedagogical support before, during and after oral input in basic education to develop listening
skills. Vandergrift and Goh (2017) report that listening development is better when children are
taught how to design listening activities, and not to answer questions that they will have a limited
understanding of in a short time. Scaffolding instruction is essential for children to avoid cognitive
overload and remain focused in the listening task.
According to Shin and Crandall (2019), young learners benefit from pre-listening
activities that activate background knowledge and introduce key vocabulary.
Interactive listening tasks have also been shown to increase engagement and
comprehension. Rost (2016) emphasizes that incorporating prediction, visualization, and guided
questioning enhances meaning construction. Task-based listening exercises promote involvement
and let kids process information through deliberate dialogue.
Ellis (2018) suggests that meaningful tasks support deeper processing and retention of
language structures.
Metacognitive strategy instruction can also be adapted for young learners through simple
reflective practices. Goh (2018) points out that even children can develop basic self-monitoring
skills when guided properly. When providing contextual guidance, multimodal features such as
images, gestures, and digital audio materials help to convey listening information.
Recent classroom-based research (Nguyen & Abbott, 2023; Zhang, 2021) has shown that
structured listening phases and interactive activities in primary school students exhibit improved
outcomes.
Reading skill
Reading Skill in English as a Second Language
Reading in English as a second language is considered a very complex cognitive and
linguistic process. Reading is information gathering in a text and therefore it takes a combination
of knowledge of the language, existing knowledge and cognitive capacity. Scholars such as Grabe
and Stoller (2020) explain that effective reading in a second language requires the interaction of
lower-level skills (such as word recognition) and higher-level processes like inference and
interpretation.
Similarly, Anderson (2018) states that reading comprehension is an active process in
which readers consider, process and appraise the text rather than simply decoding words. This
interactive process requires readers to connect new information with their previous knowledge
and experiences.
Vol. 13/ Núm. 2 2026 pág. 2714
Koda (2018) considers language knowledge as necessary for reading in a language other
than English as their second language and suggests a critical stance to the analysis of written texts
in a second language should be used by students who can analyze the texts within the language
with linguistic knowledge as well as cognitive techniques. In addition, Nation (2019) emphasizes
the importance of vocabulary knowledge, stating that reading comprehension needs a strong
vocabulary base as in order to understand a text effectively, readers need to be able to recognize
a lot of terms in order to comprehend a text well.
Reading plays a critical role in language learning, as well as research has shown. As
Krashen (2018) points out, learners will learn words and grammar naturally from input if they
encounter material that is relevant and comprehensible on a regular basis. Ciocoi-Pop (2020) also
explain that noted the students’ need to decode words, identify concepts, and process text to
understand a text’s meaning.
Reading Skill in Children’s Learning Process
Reading development in children is closely linked to cognitive and linguistic
development. The more vocabulary, phonological awareness and language comprehension
children acquire, the better they’ll be able to read. Perfetti (2017) states that successful reading
comprehension has to do with the reader’s ability to integrate word recognition and language
understanding.
Snow and Matthews (2017) note that early language development and vocabulary
knowledge are important indicators of children’s reading comprehension. Children with more oral
language ability are able to interpret and understand written texts better. Vocabulary development
is particularly important in this process. Nation (2019) states children with a larger vocabulary
are more likely to be interested in meaning and not in decoding new words (to read meaning).
Evidence also indicates that vocabulary knowledge is critical to reading comprehension.
However, for some children, although decoding skills are sufficient to understand the text,
they are still having problems reading it (Spencer and Wagner, 2018). And, as it is explained,
some children may not be able to read a book with a good understanding of the text because they
lack oral language skills such as vocabulary, listening comprehension and semantic knowledge.
In addition, longitudinal studies show that vocabulary and reading comprehension develop in
tandem and children with a better vocabulary are more able to read. These results indicate that
children’s reading development is a combination of cognitive, linguistic and educational factors.
Instructional Approaches for Developing Reading in Children
Reading instruction is very good for children and the reading process needs to be very
interactive, and reading teachers need to be using strategies to support students’ interactive
reading processes and comprehension.
Grabe and Stoller (2020) stress the relevance that such reading techniques within
language teaching take, when they write that teachers should support them in using these methods,
Koda (2018) considers language knowledge as necessary for reading in a language other
than English as their second language and suggests a critical stance to the analysis of written texts
in a second language should be used by students who can analyze the texts within the language
with linguistic knowledge as well as cognitive techniques. In addition, Nation (2019) emphasizes
the importance of vocabulary knowledge, stating that reading comprehension needs a strong
vocabulary base as in order to understand a text effectively, readers need to be able to recognize
a lot of terms in order to comprehend a text well.
Reading plays a critical role in language learning, as well as research has shown. As
Krashen (2018) points out, learners will learn words and grammar naturally from input if they
encounter material that is relevant and comprehensible on a regular basis. Ciocoi-Pop (2020) also
explain that noted the students’ need to decode words, identify concepts, and process text to
understand a text’s meaning.
Reading Skill in Children’s Learning Process
Reading development in children is closely linked to cognitive and linguistic
development. The more vocabulary, phonological awareness and language comprehension
children acquire, the better they’ll be able to read. Perfetti (2017) states that successful reading
comprehension has to do with the reader’s ability to integrate word recognition and language
understanding.
Snow and Matthews (2017) note that early language development and vocabulary
knowledge are important indicators of children’s reading comprehension. Children with more oral
language ability are able to interpret and understand written texts better. Vocabulary development
is particularly important in this process. Nation (2019) states children with a larger vocabulary
are more likely to be interested in meaning and not in decoding new words (to read meaning).
Evidence also indicates that vocabulary knowledge is critical to reading comprehension.
However, for some children, although decoding skills are sufficient to understand the text,
they are still having problems reading it (Spencer and Wagner, 2018). And, as it is explained,
some children may not be able to read a book with a good understanding of the text because they
lack oral language skills such as vocabulary, listening comprehension and semantic knowledge.
In addition, longitudinal studies show that vocabulary and reading comprehension develop in
tandem and children with a better vocabulary are more able to read. These results indicate that
children’s reading development is a combination of cognitive, linguistic and educational factors.
Instructional Approaches for Developing Reading in Children
Reading instruction is very good for children and the reading process needs to be very
interactive, and reading teachers need to be using strategies to support students’ interactive
reading processes and comprehension.
Grabe and Stoller (2020) stress the relevance that such reading techniques within
language teaching take, when they write that teachers should support them in using these methods,
Vol. 13/ Núm. 2 2026 pág. 2715
which include the following: questioning, summarizing, predicting, recognizing important
concepts to enhance their comprehension.
One of the other important teaching methods for students is scaffolding. Vygotskian-
based research on education explains scaffolding means providing short-term support to students
to complete an activity which they could not complete alone until that student becomes more
independent.
Fountas and Pinnell (2017) mentioned that guided reading allows teachers to support
students while they read texts at an appropriate level of difficulty which increases comprehension
and fluency.
Interactive reading activities further enhance comprehension. According to Zhang and
Kaur (2024), collaborative reading exercises, class discussions, and teacher-guided questioning
promote deeper engagement with texts and enhance comprehension results.
Finally, In research on second-language reading techniques, structured reading activities
occur prior to, during, and following reading because these stages enhance understanding of the
text, monitor comprehension, and activate prior knowledge.
The pdp framework in language teaching
The Pre-During-Post (PDP) framework is widely used in language teaching to develop
receptive skills such as listening and reading. Recent studies have shown that the PDP framework
can support the development of reading materials and comprehension activities in EFL contexts
(Norhayati & Din, 2024). To facilitate comprehension and involvement for students, the PDP
framework organizes instruction into three stages in order to lead students before, during, and
after interaction with a text.
According to Jeremy Harmer (2015) and Jack C. Richards (2013), structured lesson stages
help learners process information more effectively and promote meaningful learning.
The pre-stage focuses on preparing learners for the task. This is to provide them with
language in order to make sense of it and to activate past knowledge and make predictions about
the text's content. Dieu and Van (2023) explain that pre-listening activities help clarify objectives
and prepare learners for comprehension. Similarly, Pre-activities can be used to give context and
assist students in general and specialized comprehension (Madani and Kheirzadeh, 2018;
Smyshlyak, 2022).
In addition, Nhu (2021) and Praveen (2021) also point out that pre-stage activities help
students connect new information with prior knowledge based on discussion and prediction.
These strategies are essential in both listening and reading, as they reduce cognitive load and
increase learners’ confidence (Brown, 2007).
The during-stage is at the center of the understanding process. In this phase, students
engage directly with the text by doing exercises that help them grasp the most important features
of the text, extract some of the details, and create understanding strategies. López et al. (2021)
which include the following: questioning, summarizing, predicting, recognizing important
concepts to enhance their comprehension.
One of the other important teaching methods for students is scaffolding. Vygotskian-
based research on education explains scaffolding means providing short-term support to students
to complete an activity which they could not complete alone until that student becomes more
independent.
Fountas and Pinnell (2017) mentioned that guided reading allows teachers to support
students while they read texts at an appropriate level of difficulty which increases comprehension
and fluency.
Interactive reading activities further enhance comprehension. According to Zhang and
Kaur (2024), collaborative reading exercises, class discussions, and teacher-guided questioning
promote deeper engagement with texts and enhance comprehension results.
Finally, In research on second-language reading techniques, structured reading activities
occur prior to, during, and following reading because these stages enhance understanding of the
text, monitor comprehension, and activate prior knowledge.
The pdp framework in language teaching
The Pre-During-Post (PDP) framework is widely used in language teaching to develop
receptive skills such as listening and reading. Recent studies have shown that the PDP framework
can support the development of reading materials and comprehension activities in EFL contexts
(Norhayati & Din, 2024). To facilitate comprehension and involvement for students, the PDP
framework organizes instruction into three stages in order to lead students before, during, and
after interaction with a text.
According to Jeremy Harmer (2015) and Jack C. Richards (2013), structured lesson stages
help learners process information more effectively and promote meaningful learning.
The pre-stage focuses on preparing learners for the task. This is to provide them with
language in order to make sense of it and to activate past knowledge and make predictions about
the text's content. Dieu and Van (2023) explain that pre-listening activities help clarify objectives
and prepare learners for comprehension. Similarly, Pre-activities can be used to give context and
assist students in general and specialized comprehension (Madani and Kheirzadeh, 2018;
Smyshlyak, 2022).
In addition, Nhu (2021) and Praveen (2021) also point out that pre-stage activities help
students connect new information with prior knowledge based on discussion and prediction.
These strategies are essential in both listening and reading, as they reduce cognitive load and
increase learners’ confidence (Brown, 2007).
The during-stage is at the center of the understanding process. In this phase, students
engage directly with the text by doing exercises that help them grasp the most important features
of the text, extract some of the details, and create understanding strategies. López et al. (2021)
Vol. 13/ Núm. 2 2026 pág. 2716
and Smyshlyak (2022) state that learners focus their attention on specific or general information
through purposeful tasks. In listening, students process auditory input using strategies such as
note-taking and inference (Hocaoğlu, 2024), while in reading, learners apply strategies such as
skimming and scanning to understand the text efficiently (Grabe & Stoller, 2020). Furthermore,
Anchundia et al. (2025) stress that guided activities at this level help confirm what we learn,
dispelling questions and repeating important facts. This stage often includes multiple exposures
to the text, allowing learners to refine their understanding and develop deeper comprehension
skills (Nation, 2019).
Within the PDP approach, the during stage can be divided into three progressive phases:
early, middle, and later stages. The early stage focuses on initial comprehension and
familiarization with the content through recognition and guided activities. The middle stage
encourages learners to process information more actively by interacting with the material,
identifying key ideas, and participating in collaborative tasks. Finally, the later stage promotes
deeper understanding, critical thinking, and application of knowledge through more independent
and communicative activities. This progression allows students to gradually construct meaning
and develop confidence throughout the learning process.
The post-stage focuses on consolidation and reflection. In this stage students have to
respond to the reading, summarize facts, speak their mind and apply what they learn to new
situations. Smyshlyak (2022) explain that post-listening activities promote the active use of
information and support oral production. Similarly Post-stage activities like conversations and
follow-up questions support deeper content processing and promote comprehension.
For listening and reading, we are able to combine receptive and productive skills and thus
enhance language development (Ellis, 2008). Post-activities allow teachers to assess students'
understanding and provide criticism and introspection (Movva et al., 2022). The whole PDP
approach helps develop receptive abilities through a systematic process that is effective in
understanding and applying strategies in order to engage activities and engage students with
learning. It is very flexible and can be employed for both listening and reading, which makes it a
very good approach for English language teaching in basic education settings (Richards &
Rodgers, 2014).
As indicated by Mendoza Moreira, Caicedo Cevallos, and Zambrano Mero (2025), PDP
methodology helps the listening comprehension level in Latin American educational environment
by making it easier for students to understand the oral input, and motivating them to engage in
the process in a structured manner.
and Smyshlyak (2022) state that learners focus their attention on specific or general information
through purposeful tasks. In listening, students process auditory input using strategies such as
note-taking and inference (Hocaoğlu, 2024), while in reading, learners apply strategies such as
skimming and scanning to understand the text efficiently (Grabe & Stoller, 2020). Furthermore,
Anchundia et al. (2025) stress that guided activities at this level help confirm what we learn,
dispelling questions and repeating important facts. This stage often includes multiple exposures
to the text, allowing learners to refine their understanding and develop deeper comprehension
skills (Nation, 2019).
Within the PDP approach, the during stage can be divided into three progressive phases:
early, middle, and later stages. The early stage focuses on initial comprehension and
familiarization with the content through recognition and guided activities. The middle stage
encourages learners to process information more actively by interacting with the material,
identifying key ideas, and participating in collaborative tasks. Finally, the later stage promotes
deeper understanding, critical thinking, and application of knowledge through more independent
and communicative activities. This progression allows students to gradually construct meaning
and develop confidence throughout the learning process.
The post-stage focuses on consolidation and reflection. In this stage students have to
respond to the reading, summarize facts, speak their mind and apply what they learn to new
situations. Smyshlyak (2022) explain that post-listening activities promote the active use of
information and support oral production. Similarly Post-stage activities like conversations and
follow-up questions support deeper content processing and promote comprehension.
For listening and reading, we are able to combine receptive and productive skills and thus
enhance language development (Ellis, 2008). Post-activities allow teachers to assess students'
understanding and provide criticism and introspection (Movva et al., 2022). The whole PDP
approach helps develop receptive abilities through a systematic process that is effective in
understanding and applying strategies in order to engage activities and engage students with
learning. It is very flexible and can be employed for both listening and reading, which makes it a
very good approach for English language teaching in basic education settings (Richards &
Rodgers, 2014).
As indicated by Mendoza Moreira, Caicedo Cevallos, and Zambrano Mero (2025), PDP
methodology helps the listening comprehension level in Latin American educational environment
by making it easier for students to understand the oral input, and motivating them to engage in
the process in a structured manner.
Vol. 13/ Núm. 2 2026 pág. 2717
Graphic 1
Structure of the PDP framework
This figure represents the general structure of the PDP framework. The model consists of
three sequential stages Pre, During, and Post while the During stage is subdivided into early,
middle, and late phases to facilitate progressive engagement and comprehension.
DISCUSSION
Receptive skills, especially reading and listening, are required for learning a second
language, research found. Academics also agree that these abilities are very useful, which leads
to grammatical and vocabulary proficiency, and general language learning (Krashen, 2018;
Nation, 2019).
This means that improving receptive skills in English should be a key area of focus for
teaching English, especially in elementary school. More importantly, there is a strong correlation
between language knowledge and reading and listening comprehension. Grabe and Stoller (2020)
claim that people with a larger vocabulary are better able to comprehend written and spoken texts,
emphasizing that vocabulary training should be incorporated into reading and listening exercises.
It is also learned that reading and listening techniques (skimming, scanning, prediction,
inference) are essential for comprehension. These are ideas that help students to become more
autonomous in their learning process and process knowledge better. That is why we need to teach
and show these methods in the classroom.
The results also show that the Pre-During-Post (PDP) framework is a successful teaching
method for receptive skill development. This methodology has the benefit of a methodical flow
where students can go through many comprehension stages; they are active participants and they
learn more (Harmer, 2015; Richards, 2013). The PDP framework promotes cognitive and
metacognitive development in addition to organizing training.
Additionally, we found that a key factor in promoting understanding is the activation of
previous knowledge during pre-stage. Learning of new information and recalling that it is still the
same is easier. Pre-reading or pre-listening exercises are shown to be very important for learning
languages and we believe that that is something to do with language training.
Pre During Post
Early
stage
Middle
stage Later stage
Graphic 1
Structure of the PDP framework
This figure represents the general structure of the PDP framework. The model consists of
three sequential stages Pre, During, and Post while the During stage is subdivided into early,
middle, and late phases to facilitate progressive engagement and comprehension.
DISCUSSION
Receptive skills, especially reading and listening, are required for learning a second
language, research found. Academics also agree that these abilities are very useful, which leads
to grammatical and vocabulary proficiency, and general language learning (Krashen, 2018;
Nation, 2019).
This means that improving receptive skills in English should be a key area of focus for
teaching English, especially in elementary school. More importantly, there is a strong correlation
between language knowledge and reading and listening comprehension. Grabe and Stoller (2020)
claim that people with a larger vocabulary are better able to comprehend written and spoken texts,
emphasizing that vocabulary training should be incorporated into reading and listening exercises.
It is also learned that reading and listening techniques (skimming, scanning, prediction,
inference) are essential for comprehension. These are ideas that help students to become more
autonomous in their learning process and process knowledge better. That is why we need to teach
and show these methods in the classroom.
The results also show that the Pre-During-Post (PDP) framework is a successful teaching
method for receptive skill development. This methodology has the benefit of a methodical flow
where students can go through many comprehension stages; they are active participants and they
learn more (Harmer, 2015; Richards, 2013). The PDP framework promotes cognitive and
metacognitive development in addition to organizing training.
Additionally, we found that a key factor in promoting understanding is the activation of
previous knowledge during pre-stage. Learning of new information and recalling that it is still the
same is easier. Pre-reading or pre-listening exercises are shown to be very important for learning
languages and we believe that that is something to do with language training.
Pre During Post
Early
stage
Middle
stage Later stage
Vol. 13/ Núm. 2 2026 pág. 2718
Additionally, at the mid-stage guided assignments help students to concentrate on
important details, verify understanding and clear up any ambiguity. Due to the fact that students
are actively engaged in the text and learning comprehension techniques in real time, this stage is
so crucial. Students become more autonomous and strategic readers and listeners. Lastly, post-
stage activities are crucial for learning and facilitate more in-depth information processing.
Students can think back on what they learn and apply their receptive skills and productive skills
by summarizing, discussing and using the information. This suggests that the PDP framework is
not only about language learning, but also helps with comprehension.
CONCLUSIONS
This study highlights the critical role of receptive skills, with the reading and listening
skills, in learning English as a second language. These skills are closely associated with
vocabulary, comprehension, and the ability to read and listen and thus are closely connected with
vocabulary and comprehension and study knowledge and exposure to relevant material and the
presence of other language skills and develop the basis for other skill sets in other languages as
their application in English learning.
The findings also indicate that students in EFL situations face numerous challenges (small
vocabulary, minimal exposure to real language, and little to no use of useful techniques). As a
result, it is important to implement teaching strategies that get students involved and actively
support comprehension.
In this respect, the Pre-During-Post (PDP) framework is a successful methodological
approach to improve receptive abilities. It helps students to activate prior information, guide
comprehension in the text and helps them to reflect after the activity by grouping instruction into
stages. As a result, the PDP model promotes more independent and strategic learners and is also
supporting students’ comprehension.
Additionally, at the mid-stage guided assignments help students to concentrate on
important details, verify understanding and clear up any ambiguity. Due to the fact that students
are actively engaged in the text and learning comprehension techniques in real time, this stage is
so crucial. Students become more autonomous and strategic readers and listeners. Lastly, post-
stage activities are crucial for learning and facilitate more in-depth information processing.
Students can think back on what they learn and apply their receptive skills and productive skills
by summarizing, discussing and using the information. This suggests that the PDP framework is
not only about language learning, but also helps with comprehension.
CONCLUSIONS
This study highlights the critical role of receptive skills, with the reading and listening
skills, in learning English as a second language. These skills are closely associated with
vocabulary, comprehension, and the ability to read and listen and thus are closely connected with
vocabulary and comprehension and study knowledge and exposure to relevant material and the
presence of other language skills and develop the basis for other skill sets in other languages as
their application in English learning.
The findings also indicate that students in EFL situations face numerous challenges (small
vocabulary, minimal exposure to real language, and little to no use of useful techniques). As a
result, it is important to implement teaching strategies that get students involved and actively
support comprehension.
In this respect, the Pre-During-Post (PDP) framework is a successful methodological
approach to improve receptive abilities. It helps students to activate prior information, guide
comprehension in the text and helps them to reflect after the activity by grouping instruction into
stages. As a result, the PDP model promotes more independent and strategic learners and is also
supporting students’ comprehension.
Vol. 13/ Núm. 2 2026 pág. 2719
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Cameron, L. (2018). Teaching languages to young learners. Cambridge University Press.
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79–88. https://doi.org/10.1093/elt/ccz051
Dieu, N. T., & Van, H. T. (2023). The application of pre-listening activities to activate students’
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Ellis, R. (2018). Task-based language teaching. Cambridge University Press.
Field, J. (2018). Listening in the language classroom. Cambridge University Press.
Fountas, I. C., & Pinnell, G. S. (2017). Guided reading: Responsive teaching across the grades.
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Goh, C. C. M. (2018). Metacognitive instruction for young learners’ listening development. ELT
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Grabe, W., & Stoller, F. L. (2020). Teaching and researching reading (3rd ed.). Routledge.
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Graham, S. (2017). Research into practice: Listening strategies in an instructed classroom setting.
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Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson Education.
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Anchundia, A. D., Arroyo, T. M., Mendoza, H. X., Zambrano, J. A., & Alcívar, V. E. (2025). Pre-
during-post methodology focused on listening for teaching English in educational
environments. Ciencia Latina Revista Científica Multidisciplinar, 9(4).
https://doi.org/10.37811/cl_rcm.v9i4.19156
Anderson, N. J. (2018). Developing engaged second language readers. In reading instruction for
ESL/EFL learners.
Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy
(3rd ed.). Pearson Education.
Butler, Y. G. (2019). The role of input and interaction in young learners’ language development.
Language Teaching for Young Learners, 1(1), 93–118.
https://doi.org/10.1075/ltyl.00006.but
Cameron, L. (2018). Teaching languages to young learners. Cambridge University Press.
Cross, J. (2020). Metacognitive instruction for helping less-skilled listeners. ELT Journal, 74(1),
79–88. https://doi.org/10.1093/elt/ccz051
Dieu, N. T., & Van, H. T. (2023). The application of pre-listening activities to activate students’
listening comprehension: An action research at high schools in Viet Nam. IOSR Journal of
Research & Method in Education, 13(3), 37–44. https://doi.org/10.9790/7388-1303023744
Ellis, R. (2018). Task-based language teaching. Cambridge University Press.
Field, J. (2018). Listening in the language classroom. Cambridge University Press.
Fountas, I. C., & Pinnell, G. S. (2017). Guided reading: Responsive teaching across the grades.
Heinemann.
Goh, C. C. M. (2018). Metacognitive instruction for young learners’ listening development. ELT
Journal, 72(3), 263–274. https://doi.org/10.1093/elt/ccx042
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge
University Press.
Grabe, W., & Stoller, F. L. (2020). Teaching and researching reading (3rd ed.). Routledge.
https://doi.org/10.4324/9781315627406
Graham, S. (2017). Research into practice: Listening strategies in an instructed classroom setting.
Language Teaching, 50(1), 107–119. https://doi.org/10.1017/S0261444816000306
Graham, S., Santos, D., & Vanderplank, R. (2018). Listening comprehension and strategy use in
language learning. Language Teaching Research, 22(1), 1–21.
Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson Education.
Hocaoğlu, N. (2024). The effect of listening strategies on listening and speaking skills and
listening motivation. Problems of Education in the 21st Century, 82(6), 818–836.
https://doi.org/10.33225/pec/24.82.818
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Koda, K. (2018). Insights into second language reading. Cambridge University Press.
Krashen, S. D. (2018). Principles and practice in second language acquisition. Pergamon Press.
Macaro, E. (2018). English medium instruction. Oxford University Press.
Madani, B. S., & Kheirzadeh, S. (2018). The impact of pre-listening activities on EFL learners’
listening comprehension. International Journal of Listening, 36(1), 53–67.
https://doi.org/10.1080/10904018.2018.1523679
Mendoza Moreira, M. F., Caicedo Cevallos, C. E., & Zambrano Mero, K. E. (2025). Estrategias
pedagógicas para el desarrollo de la comprensión auditiva en estudiantes de inglés como
lengua extranjera. Ciencia Latina Revista Científica Multidisciplinar, 9(4).
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Movva, S., Alapati, P. R., Veliventi, P., & Maithreyi. (2022). The effect of pre, while, and post
listening activities on developing EFL students’ listening skills. Theory and Practice in
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Muñoz, C. (2020). Early language exposure and EFL competence. Language Teaching Research,
24(4), 455–472. https://doi.org/10.1177/1362168818783237
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link between theory and practice. Springer. https://doi.org/10.1007/978-3-319-38834-2
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National Geographic Learning.
Koda, K. (2018). Insights into second language reading. Cambridge University Press.
Krashen, S. D. (2018). Principles and practice in second language acquisition. Pergamon Press.
Macaro, E. (2018). English medium instruction. Oxford University Press.
Madani, B. S., & Kheirzadeh, S. (2018). The impact of pre-listening activities on EFL learners’
listening comprehension. International Journal of Listening, 36(1), 53–67.
https://doi.org/10.1080/10904018.2018.1523679
Mendoza Moreira, M. F., Caicedo Cevallos, C. E., & Zambrano Mero, K. E. (2025). Estrategias
pedagógicas para el desarrollo de la comprensión auditiva en estudiantes de inglés como
lengua extranjera. Ciencia Latina Revista Científica Multidisciplinar, 9(4).
https://doi.org/10.37811/cl_rcm.v9i4.19156
Movva, S., Alapati, P. R., Veliventi, P., & Maithreyi. (2022). The effect of pre, while, and post
listening activities on developing EFL students’ listening skills. Theory and Practice in
Language Studies, 12(8), 1500–1507. https://doi.org/10.17507/tpls.1208.05
Muñoz, C. (2020). Early language exposure and EFL competence. Language Teaching Research,
24(4), 455–472. https://doi.org/10.1177/1362168818783237
Nation, I. S. P. (2019). Teaching ESL/EFL reading and writing. Routledge.
https://doi.org/10.4324/9780429434603
Nguyen, T., & Abbott, M. (2023). Interactive listening activities in primary EFL classrooms.
Frontiers in Education, 8, 1126106. https://doi.org/10.3389/feduc.2023.1126106
Norhayati, & Din, M. U. (2024). The implementation of PDP framework in developing reading
practice material for the topic of tourism and hospitality. ENLIT, 3(2), 1–11.
https://doi.org/10.33654/enlit.v3i2.2626
Perfetti, C. (2017). Reading ability and language comprehension processes. Scientific Studies of
Reading, 21(4), 257–271. https://doi.org/10.1080/10888438.2017.1302900
Pinter, A. (2017). Teaching young language learners (2nd ed.). Oxford University Press.
Renandya, W. A., & Widodo, H. P. (2018). English language teaching today: Building a closer
link between theory and practice. Springer. https://doi.org/10.1007/978-3-319-38834-2
Richards, J. C. (2013). Curriculum approaches in language teaching: Forward, central, and
backward design. RELC Journal, 44(1), 5–33. https://doi.org/10.1177/0033688212473293
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.).
Cambridge University Press.
Rose, H., & McKinley, J. (2018). Japan’s English-medium instruction initiatives and the
globalization of higher education. Higher Education, 75(1), 111–129.
https://doi.org/10.1007/s10734-017-0125-1
Rost, M. (2016). Teaching and researching listening (3rd ed.). Routledge.
Shin, J. K., & Crandall, J. (2019). Teaching young learners English: From theory to practice.
National Geographic Learning.
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