Pre, During and Post to develop receptive skills in the english language: A systematic review

Resumen

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 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.