Revista Científica Arbitrada de Investigación en Comunicación, Marketing y Empresa  
REICOMUNICAR. Vol. 9, Núm. 18 (Ed. Julio – Diciembre 2026) ISSN: 2737-6354.  
Listening competence and the strengthening of students' English language skills.  
DOI: https://doi.org/10.46296/rc.v9i18.0454  
Competencia auditiva y el fortalecimiento del idioma inglés de los  
estudiantes  
Listening competence and the strengthening of students' English  
language skills  
Burbano-Intriago Yissel Elizabeth  
Universidad Estatal del Sur de Manabí. Jipijapa, Ecuador.  
Correo: yissel.burbano@unesum.edu.ec  
ORCID ID: https://orcid.org/0009-0008-8343-7908  
Bernal-Álava Ángel Fortunato  
Universidad Estatal del Sur de Manabí. Jipijapa, Ecuador.  
Correo: angel.bernal@unesum.edu.ec  
ORCID ID: https://orcid.org/0000-0002-9212-1234  
Ayoví-Bernal Michael Jordán  
Licenciado en Enfermería de Clínica Santa Margarita. Portoviejo, Ecuador.  
Correo: abmj.1316342276@gmail.com  
ORCID ID: https://orcid.org/0009-0000-7449-0004  
RESUMEN  
La presente investigación aborda la competencia auditiva y su influencia en el fortalecimiento del  
aprendizaje del idioma inglés en los estudiantes, considerando que esta habilidad constituye uno  
de los pilares fundamentales para el desarrollo de la competencia comunicativa. En el contexto  
educativo actual, la comprensión auditiva permite interpretar mensajes orales, reconocer  
vocabulario, identificar ideas principales y responder de manera adecuada en situaciones reales  
de comunicación. Sin embargo, diversos factores, como la escasa exposición al idioma, las  
diferencias de pronunciación, la velocidad del habla y la limitada aplicación de estrategias  
metodológicas, dificultan el desarrollo de esta destreza en el aula. Frente a esta problemática, el  
estudio se enmarca en el proyecto de investigación “Aplicación de estrategias didácticas y  
pedagógicas mediadas por las Tecnologías del Aprendizaje y el Conocimiento (TAC) para el  
fortalecimiento del proceso de enseñanza-aprendizaje del idioma inglés”, cuyo propósito es  
promover prácticas innovadoras que favorezcan un aprendizaje significativo. La incorporación de  
recursos tecnológicos, plataformas educativas, aplicaciones interactivas, materiales  
audiovisuales y actividades de escucha activa mediadas por las TAC permite crear ambientes  
de aprendizaje dinámicos, participativos e inclusivos, incrementando la motivación y el  
compromiso de los estudiantes. La investigación adopta un enfoque mixto con alcance  
descriptivo, bibliográfico y analítico, lo que facilita comprender la realidad educativa y proponer  
estrategias fundamentadas en las necesidades identificadas. Los resultados esperados  
evidencian que la integración de estrategias didácticas apoyadas en las TAC fortalece la  
comprensión auditiva, mejora el reconocimiento del vocabulario, facilita la identificación de ideas  
principales y favorece el desarrollo progresivo de las habilidades comunicativas en inglés. En  
consecuencia, el estudio aporta una propuesta pedagógica innovadora que contribuye a  
optimizar la calidad del proceso de enseñanza-aprendizaje del idioma inglés, promoviendo el uso  
pertinente de las tecnologías como herramientas para el desarrollo de competencias lingüísticas  
acordes con las exigencias de la educación contemporánea y de la sociedad del conocimiento.  
Palabras claves: Competencia, audición, fortalecimiento, Ingles.  
Información del manuscrito:  
Fecha de recepción: 15 de abril de 2026.  
Fecha de aceptación: 22 de junio de 2026.  
Fecha de publicación: 10 de julio de 2026.  
334  
Burbano-Intriago et al. (2026)  
ABSTRACT  
This research addresses listening competence and its influence on strengthening students'  
English language learning, considering that this skill is a fundamental pillar for the development  
of communicative competence. In the current educational context, listening comprehension  
enables the interpretation of oral messages, vocabulary recognition, the identification of main  
ideas, and appropriate responses in real-life communication situations. However, various  
factors—such as limited exposure to the language, pronunciation differences, speech rate, and  
the limited application of methodological strategies—hinder the development of this skill in the  
classroom. To address this issue, the study is framed within the research project "Application of  
didactic and pedagogical strategies mediated by Learning and Knowledge Technologies (LKT) to  
strengthen the English language teaching-learning process," which aims to promote innovative  
practices that foster meaningful learning. Incorporating technological resources, educational  
platforms, interactive applications, audiovisual materials, and LKT-mediated active listening  
activities creates dynamic, participatory, and inclusive learning environments, thereby increasing  
student motivation and engagement. The research adopts a mixed-methods approach with a  
descriptive, bibliographic, and analytical scope, facilitating an understanding of the educational  
reality and the proposal of strategies based on identified needs. Expected results indicate that  
integrating LKT-supported didactic strategies strengthens listening comprehension, improves  
vocabulary recognition, facilitates the identification of main ideas, and fosters the progressive  
development of English communicative skills. Consequently, the study offers an innovative  
pedagogical proposal that helps optimize the quality of the English language teaching-learning  
process, promoting the appropriate use of technologies as tools for developing linguistic  
competencies aligned with the demands of contemporary education and the knowledge society.  
Keywords: Competence, listening, strengthening, English.  
1. INTRODUCTION  
Nowadays, English language teaching has become a key element of basic  
education, as it offers students the opportunity to acquire new knowledge,  
improve their communication skills, and prepare for a globalized environment. In  
eighth grade, listening ability is crucial, as it lays the groundwork for developing  
other skills such as speaking, reading, and writing. However, recent research  
(2020-2024) shows that most students face challenges when trying to understand  
oral messages in English, which limits their engagement in the classroom and  
reduces their confidence when using the language.  
This research project was designed to assess the level of listening  
comprehension among eighth-grade students of Educación General Básica  
(Basic General Education) and to analyze its relationship with strengthening  
communicative skills in the English language learning process. It also seeks to  
identify the main pedagogical, methodological, and contextual factors that affect  
the development of this language skill, taking into account students' needs and  
Revista Científica Arbitrada de Investigación en Comunicación, Marketing y Empresa  
REICOMUNICAR. Vol. 9, Núm. 18 (Ed. Julio – Diciembre 2026) ISSN: 2737-6354.  
Listening competence and the strengthening of students' English language skills.  
characteristics. Based on the results obtained, the study aims to propose  
innovative and participatory methodological strategies that foster the progressive  
improvement of listening comprehension, promoting more effective  
communication, the development of communicative competence, and meaningful  
learning in line with the demands of contemporary education.  
Background  
Over the past five years, various studies conducted in Ecuador and other parts  
of Latin America between 2020 and 2024 have shown that listening  
comprehension remains one of the most challenging skills for students taking  
English courses in basic education, particularly in intermediate grades such as  
eighth grade. Recent reports from the Ministry of Education and university studies  
indicate that the lack of regular exposure to the language, limited use of  
technological tools, and a lack of active listening activities hinder progress in this  
area of competence.  
From 2021 to 2023, pedagogical studies on English language teaching highlight  
that many eighth-grade students struggle to discern sounds, follow verbal  
instructions, maintain attention during audio or video dialogues, and identify  
different accents. Likewise, most teachers report that their students feel insecure  
when listening to English due to the speaker's speed, pronunciation, and the  
differences between written and spoken language.  
Given the above, there is an urgent need to implement innovative strategies to  
help improve listening competence and English performance among eighth-  
grade students. In the English teaching-learning process, listening competence  
plays a fundamental role in developing communicative skills. However, eighth-  
grade students of Educación General Básica show difficulties understanding  
audio, dialogues, and videos in English, which negatively affects their  
pronunciation, vocabulary, and oral participation.  
Rationale  
This research is carried out with the purpose of analyzing the influence of listening  
competence on strengthening English language learning among eighth-grade  
students of Educación General Básica. Listening comprehension is a  
336  
Burbano-Intriago et al. (2026)  
fundamental skill within the English teaching-learning process, as it allows  
students to interpret oral messages, improve their pronunciation, expand their  
vocabulary, and function effectively in communicative situations.  
From a pedagogical standpoint, this study is relevant because it enables the  
identification and application of teaching strategies focused on active listening,  
which foster meaningful English language learning. Strengthening listening  
competence contributes to the comprehensive development of language skills  
and promotes greater student participation in the classroom, improving academic  
performance and confidence when communicating in the foreign language.  
At the educational and social level, this research will directly benefit eighth-grade  
students of Educación General Básica, who will be able to strengthen their  
listening comprehension and command of English. Likewise, teachers will benefit  
from having methodological guidance to optimize their teaching practice, while  
the educational institution will be able to improve the quality of the teaching-  
learning process, meeting the demands of a globalized context in which English  
proficiency is essential.  
Listening competence in English language learning  
Listening competence is a key skill in foreign language learning, as it constitutes  
the starting point for acquiring other communicative skills. According to a study  
that analyzed methods and strategies for developing listening comprehension in  
the classroom, this skill has historically been underestimated within the English  
as a Second Language (L2) teaching-learning process, despite being essential  
for students to understand complete oral messages and interact effectively in real  
communication contexts. It also underscores the need for teachers to integrate  
varied and progressive teaching strategies, ranging from prediction and detail-  
focused exercises to more global tasks supported by audiovisual materials, to  
strengthen this competence in students (Castellano García, 2022). The study  
concludes that well-structured listening instruction contributes to learners' overall  
progress in English and improves their performance in other language skills.  
337  
Revista Científica Arbitrada de Investigación en Comunicación, Marketing y Empresa  
REICOMUNICAR. Vol. 9, Núm. 18 (Ed. Julio – Diciembre 2026) ISSN: 2737-6354.  
Listening competence and the strengthening of students' English language skills.  
The importance of listening competence in the educational process  
Listening competence is a central skill in the English language educational  
process, as it allows students to understand authentic oral messages and  
participate effectively in communicative situations. Various studies on language  
teaching indicate that listening comprehension is the starting point for acquiring  
other language skills, since foreign language learning begins with exposure to  
auditory input and its meaning (Kokroko, 2020).  
Structured listening activities, the use of technological resources, and authentic  
materials enrich the learning environment and foster student motivation to  
engage with real communication contexts in English. Developing listening skills  
not only helps improve comprehension of audio, dialogues, and videos, but also  
strengthens pronunciation, overall comprehension, and oral fluency.  
Furthermore, from a pedagogical perspective, intentionally addressing this skill  
allows students to develop cognitive and metacognitive strategies that support  
their autonomy and academic performance.  
Strategies for strengthening listening comprehension  
To strengthen listening comprehension in learning English as a foreign language,  
it is essential to incorporate teaching strategies that enable students to actively  
338  
Burbano-Intriago et al. (2026)  
and meaningfully process and understand oral discourse. Recent research  
highlights that teaching metacognitive strategies—such as planning, monitoring,  
and evaluating the listening process—significantly improves students' listening  
ability, fostering greater learning autonomy and better results on listening tests  
(Nasution, Z., & Prihatini, S., 2023).  
Developing listening comprehension in learning English as a foreign language  
requires applying teaching strategies that promote the active and reflective  
interpretation and understanding of oral language; recent research shows that  
teaching metacognitive strategies, such as planning, monitoring, and evaluating  
the listening process, significantly strengthens this skill. These strategies allow  
students to regulate their own learning, increase their autonomy, and achieve  
better performance in listening activities and assessments, fostering the  
development of their communicative competence in English.  
2. METHODOLOGY  
Methodological design and current approaches in language teaching  
Methodological design in language teaching is based on approaches that  
prioritize meaningful communication and the comprehensive development of  
language competencies. One of the most widespread approaches in English  
teaching is Communicative Language Teaching (CLT), which emphasizes the  
use of language in real and functional contexts, promoting oral and listening  
interaction as primary learning tools (Griffiths, 2020).  
This approach proposes activities centered on authentic tasks, allowing students  
to negotiate meaning, understand, and produce messages in varied  
communicative situations. CLT is complemented by task-based methodologies  
(Task-Based Language Teaching, TBLT), where learning occurs through carrying  
out tasks that reflect real uses of the language and promote active, strategic  
listening, along with the use of technological resources and authentic materials  
Foundations of meaningful learning  
According to Ausubel (studocu., 2025), meaningful learning occurs when new  
information connects significantly with students' prior knowledge. In this context,  
339  
Revista Científica Arbitrada de Investigación en Comunicación, Marketing y Empresa  
REICOMUNICAR. Vol. 9, Núm. 18 (Ed. Julio – Diciembre 2026) ISSN: 2737-6354.  
Listening competence and the strengthening of students' English language skills.  
educational games are a teaching technique that promotes the active  
construction of knowledge by encouraging student involvement and interest,  
transforming English vocabulary learning into something more interactive and  
lasting.  
Learning becomes meaningful when new knowledge relates coherently to  
students' prior experiences and knowledge. From this perspective, educational  
games represent a teaching strategy that fosters the active construction of  
knowledge by stimulating students' participation, motivation, and interest during  
the teaching-learning process. As a result, English vocabulary learning develops  
in a more dynamic, participatory, and lasting way, facilitating better retention and  
application of new terms in different communicative contexts.  
The role of the English teacher in class:  
The role of the English teacher has changed significantly in recent years,  
particularly with the rise of digital technology, demanding both pedagogical and  
technological competencies to meet students' needs. In today's educational  
landscape, teachers no longer just transmit information; they become facilitators  
of learning, organizers of resources, and a bridge between Information and  
Communication Technologies (ICT) and language learning goals (Melvina  
Melvina, MHD Natsir, Yulmiati Yulmiati, Shinta Andilla, 2025)  
The role of the English teacher has changed significantly in recent years,  
particularly with the rise of digital technology, demanding both pedagogical and  
technological competencies to meet students' needs. In today's educational  
landscape, teachers no longer just transmit information; they become facilitators  
of learning, organizers of resources, and a bridge between Information and  
Communication Technologies (ICT) and language learning goals.  
The study of language learning and the development of communicative  
skills  
The study of foreign language learning in recent decades has evolved toward a  
deeper focus on communicative competence, integrating oral, listening, and  
sociocultural skills into more dynamic, student-centered teaching processes.  
Recent research has shown that, beyond traditional approaches based on  
340  
Burbano-Intriago et al. (2026)  
grammar, contemporary methods consider meaningful interaction, technological  
mediation, and intercultural awareness essential for developing authentic  
communicative competence (Djuraeva, 2025).  
This methodological shift responds to the need to train learners capable of  
communicating effectively in real, multicultural contexts, recognizing that  
communication is not only the transmission of information but also the negotiation  
of meaning; current studies highlight the importance of integrating educational  
technologies, such as digital resources and mobile learning strategies, which  
promote continuous, autonomous language practice and support the  
simultaneous development of receptive and  
Research approach and type  
This research is carried out using a mixed-methods approach, integrating both  
quantitative and qualitative methodologies. The quantitative method facilitates  
the analysis of information collected through the survey administered to students,  
while the qualitative method allows for a better understanding of the data obtained  
from the interview with the English teacher.  
Regarding the classification of the research, this is a descriptive study, as it aims  
to identify and detail the level of listening ability and its impact on English  
language development among eighth-grade students. Additionally, it is  
considered field research, since data collection takes place directly within the real  
educational context where the teaching-learning process occurs.  
3
. RESULTS Y DISCUSSION  
Question 1. You easily understand the English audio the teacher uses in class:  
Chart 1. Comprehension of audio recordings  
Rare Nl yever  
% 8%  
Always  
19%  
8
Sometimes  
7%  
2
Almost always  
8%  
3
Note: Surveys conducted with students of the Unidad Educativa Fiscomisional “Daniel Comboni,”  
Esmeraldas province  
341  
Revista Científica Arbitrada de Investigación en Comunicación, Marketing y Empresa  
REICOMUNICAR. Vol. 9, Núm. 18 (Ed. Julio – Diciembre 2026) ISSN: 2737-6354.  
Listening competence and the strengthening of students' English language skills.  
The findings indicate that most students show a good level of understanding of  
the English audio used in lessons. 38.5% of respondents reported that they  
almost always understand the audio, while 19.2% said they always do, showing  
that more than half of the students have good listening skills. However, 26.9%  
reported that they can sometimes understand it, suggesting some difficulties in  
this area. In turn, 7.7% mentioned that they rarely understand the audio, and the  
same percentage said they never do, representing a small but significant group  
facing greater challenges in listening comprehension. In summary, the data  
suggest that, although there is a general trend toward good comprehension of  
English audio, it is important to strengthen teaching techniques and use  
appropriate listening resources to improve the performance of all students,  
especially those facing greater challenges.  
Question 2. The way you grasp the main ideas when listening to dialogues or  
videos in English is:  
Chart 2. Grasping main ideas  
Rarel yN ever  
Always  
4% 4%  
23%  
Sometimes  
5%  
3
Almost always  
4%  
3
Note: Surveys conducted with students of the Unidad Educativa Fiscomisional “Daniel Comboni,”  
Esmeraldas province  
The findings show that a significant number of students are able to distinguish  
key ideas when listening to dialogues or watching videos in English. 34.6%  
indicated they can almost always do so, and the same proportion reported doing  
so sometimes, suggesting an intermediate level of listening comprehension.  
Additionally, 23.1% mentioned they can always identify the main ideas, reflecting  
good mastery of this skill. However, a small percentage faces difficulties, as 3.8%  
reported rarely and another 3.8% never managing to recognize the central ideas.  
In summary, the data suggest that, although most students have a reasonable  
342  
Burbano-Intriago et al. (2026)  
ability to detect main ideas in English recordings, active listening strategies—  
such as anticipating the topic and using visual resources—should still be  
reinforced to improve listening comprehension for all students.  
Question 3. Identifying unfamiliar words when you listen to audio in English is:  
Chart 3. Identifying unfamiliar words  
RarelyNever  
4%  
0%  
Sometimes  
7%  
Always  
34%  
2
Almost always  
5%  
3
Note: Surveys conducted with students of the Unidad Educativa Fiscomisional “Daniel Comboni,”  
Esmeraldas province  
The results collected indicate that most students identify familiar words when  
listening to English audio. 34.6% stated they can always recognize previously  
known vocabulary, while another 34.6% said they almost always do, showing a  
good level of lexical recognition while listening. On the other hand, 26.9%  
indicated they sometimes manage to identify familiar words, suggesting they face  
some difficulties understanding audio consistently. In comparison, only 3.8% said  
they rarely identify familiar vocabulary, and no students chose the “never” option.  
In conclusion, the findings reflect favorable performance in English word  
recognition, although it is suggested that prior vocabulary and pre-listening  
activities be reinforced to enhance listening comprehension for all students.  
Question 4. Do you think it is easy to understand the teacher's pronunciation  
when speaking English:  
343  
Revista Científica Arbitrada de Investigación en Comunicación, Marketing y Empresa  
REICOMUNICAR. Vol. 9, Núm. 18 (Ed. Julio – Diciembre 2026) ISSN: 2737-6354.  
Listening competence and the strengthening of students' English language skills.  
Chart 4. Understanding the teacher's pronunciation  
Rarel Ny ever  
Always  
7%  
4% 0%  
2
Sometimes  
6%  
4
Almost  
always  
23%  
Note: Surveys conducted with students of the Unidad Educativa Fiscomisional “Daniel Comboni,”  
Esmeraldas province  
The findings show that a large number of students have a moderate level of  
understanding of the teacher's pronunciation when speaking English. 46.2% of  
respondents said they sometimes find it easy to understand, showing occasional  
difficulties in listening comprehension. In contrast, 26.9% stated they always  
grasp the teacher's pronunciation, and 23.1% said almost always, indicating that  
a considerable portion of students understand the teacher's speech effectively.  
On the other hand, only 3.8% reported that it is rarely easy to understand, and no  
students chose the “never” option. In summary, the data point to the need to  
improve teaching strategies related to pronunciation, such as using repetition,  
visual support, and different listening models, in order to enhance oral  
comprehension of English.  
Question 5. What is your level of motivation when doing listening activities in  
class:  
Chart 5. Motivation for doing listening activities  
Rarel yN ever  
4% 4%  
Sometimes  
7%  
Always  
6%  
2
4
Almost  
always  
19%  
Note: Surveys conducted with students of the Unidad Educativa Fiscomisional “Daniel Comboni,”  
Esmeraldas province  
344  
Burbano-Intriago et al. (2026)  
The results show that listening activities generate a high level of motivation  
among students. 46.2% stated they always feel motivated when doing this type  
of activity, while 19.2% indicated almost always, showing a mostly positive  
perception toward developing listening comprehension in class. However, 26.9%  
reported feeling motivated only sometimes, suggesting that the level of interest  
may vary depending on the type of activity or resources used. On the other hand,  
a minimal percentage of students expressed feeling motivated rarely (3.8%) or  
never (3.8%). Overall, the data indicate that listening activities contribute  
significantly to student motivation, so it is recommended to continue  
implementing and diversifying them to strengthen English language learning.  
Discussion of results  
The results show that students' listening comprehension is at a favorable level,  
as 57.7% reported that they always (19.2%) or almost always (38.5%) understand  
the audio used in English classes. Likewise, 57.7% of respondents reported that  
they always (23.1%) or almost always (34.6%) identify the main ideas in  
dialogues and videos, while 69.2% indicated that they always (34.6%) or almost  
always (34.6%) recognize familiar words during listening activities. These  
findings suggest that most students have developed basic listening  
comprehension skills; however, the percentage of those who responded  
“sometimes” or who face greater difficulties reflects the need to strengthen this  
competence through teaching strategies that promote more active and  
comprehensive listening.  
Regarding comprehension of the teacher's pronunciation, the results show that  
50% of students stated they understand it always (26.9%) or almost always  
(23.1%), while 46.2% indicated they can only sometimes understand it easily.  
This pattern shows that, although performance is acceptable, a significant  
proportion of students still face difficulties processing English oral discourse when  
speed, pronunciation, or accent vary. In this regard, the results are consistent  
with research highlighting the importance of using various pronunciation models,  
authentic audiovisual resources, and guided repetition activities to strengthen  
listening comprehension and increase students' exposure to different forms of the  
language.  
345  
Revista Científica Arbitrada de Investigación en Comunicación, Marketing y Empresa  
REICOMUNICAR. Vol. 9, Núm. 18 (Ed. Julio – Diciembre 2026) ISSN: 2737-6354.  
Listening competence and the strengthening of students' English language skills.  
Furthermore, the data reveal that listening activities are a highly motivating  
resource for English learning, as 65.4% of students reported feeling always  
(46.2%) or almost always (19.2%) motivated during these activities. However,  
26.9% reported experiencing this motivation only sometimes, suggesting the  
need to diversify the methodological strategies used in the classroom.  
Consequently, incorporating resources such as songs, videos, interactive games,  
and active listening activities can increase student interest and participation,  
fostering the progressive development of listening comprehension and  
strengthening their communicative competence in English.  
4
. CONCLUSIONES  
This research made it possible to analyze the main difficulties affecting students'  
English listening comprehension, as well as to design pedagogical strategies  
aimed at strengthening this communicative competence. The results obtained  
from the diagnostic assessment showed that factors such as accent diversity, the  
speed of oral discourse, and limitations in contextual vocabulary hinder the  
comprehension process, affecting student performance in listening activities and  
in the development of their communicative skills in English.  
The literature review and analysis of educational practice made it possible to  
identify that the use of songs, complemented by active listening activities such as  
filling in lyrics, recognizing key words, interpreting messages, and completing  
reflection exercises, constitutes an effective methodological strategy for  
improving listening comprehension. In addition to strengthening this language  
skill, these activities increase student motivation, participation, and interest,  
fostering more dynamic and meaningful learning.  
The design of pedagogical activities based on songs and active listening  
strategies proved to be a relevant and innovative proposal for the educational  
context. These activities facilitate the integration of prior knowledge with new  
learning, promote consistent practice of listening comprehension, and contribute  
to the progressive development of communicative competence in English,  
offering a methodological alternative that teachers can apply to improve the  
quality of the teaching-learning process.  
346  
Burbano-Intriago et al. (2026)  
Recommendations:  
English teachers are encouraged to systematically implement methodological  
strategies aimed at strengthening listening comprehension, incorporating  
authentic materials that include different accents, speech rates, and  
communicative contexts; it is important to promote activities that enrich contextual  
vocabulary in order to improve students' ability to understand oral messages and  
comprehensively develop their communicative competence.  
It is suggested to integrate the use of songs into lesson planning as a permanent  
pedagogical resource, accompanied by active listening activities such as filling in  
lyrics, identifying key words, interpreting message content, and completing  
analysis and reflection exercises. These strategies help increase motivation,  
participation, and meaningful learning, fostering the progressive development of  
listening comprehension in English.  
Educational institutions are encouraged to promote teacher training opportunities  
on the design and implementation of innovative strategies for English teaching,  
especially those based on musical resources and interactive activities. Likewise,  
it is advisable to encourage future research evaluating the impact of these  
strategies at different educational levels and contexts, in order to strengthen  
pedagogical practices and continuously improve the quality of the English  
teaching-learning process.  
REFERENCIAS  
Bailon. (2020). Actividades lúdicas en el proceso de enseñanza-. Retrieved from  
http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&pid=S2550-  
Castellano García, C. (2022). La comprensión auditiva en el proceso de  
enseñanza-aprendizaje  
del  
inglés.  
Retrieved  
from  
http://riull.ull.es/xmlui/handle/915/27514  
Djuraeva, M. (2025). Enhancing Education: The Critical Role of Socio-Cultural  
Competence in Communicative Learning. The Lingua Spectrum.  
Retrieved from https://lingvospektr.uz/index.php/lngsp/article/view/424  
347  
Revista Científica Arbitrada de Investigación en Comunicación, Marketing y Empresa  
REICOMUNICAR. Vol. 9, Núm. 18 (Ed. Julio – Diciembre 2026) ISSN: 2737-6354.  
Listening competence and the strengthening of students' English language skills.  
Griffiths, C. (2020). Innovations in language pedagogy: Communicative  
approaches in English teaching. Journal of Language Teaching and  
Research. Retrieved from https://www.academia.edu/xyz1234  
Kokroko, E. &. (2020). Listening Comprehension as a Key Component towards  
the Success of Foreign Language Learning. American Journal of  
Education  
and  
Practice.  
Retrieved  
from  
https://www.academia.edu/66129052/Listening_Comprehension_as_a_K  
ey_Component_towards_the_Success_of_Foreign_Language_Learning  
Mali, Y. C. (2024). Perspectivas teóricas sobre la integración de la tecnología en  
el  
aprendizaje  
del  
idioma  
inglés.  
Retrieved  
from  
https://journal.unilak.ac.id/index.php/elsya/article/view/  
Melvina Melvina, MHD Natsir, Yulmiati Yulmiati, Shinta Andilla. (2025). El papel  
de los profesores de inglés en el aprendizaje del siglo XXI. Retrieved from  
https://journal.stkipsingkawang.ac.id/index.php/JETL/article/view  
Nasution, Z., & Prihatini, S. (2023). Enhancing English listening skills through  
metacognitive strategy: A study on student achievement. Excellence:  
Journal of English and English Education. Retrieved from  
https://siakad.univamedan.ac.id/ojs/index.php/excellence/article/view/  
Rodríguez, D. A. (2023). Gamification strategies on the development of English  
listening  
comprehension  
skills.  
Retrieved  
from  
https://revmic.com/index.php/IC/article/view/51?utm_source  
Studocu. (2025). Aprendizaje Significativo segun Ausubel. Retrieved from  
https://www.studocu.com/pe/document/universidad-nacional-san-luis-  
gonzaga/estrategias-del-aprendizaje/aprendizaje-significativo-de-david-  
ausubel/115414426  
Syafii. (2020). Mejorar las habilidades de escucha mediante juegos. Retrieved  
from https://ijonse.net/index.php/ijonse/article/view  
Tecnologías del Aprendizaje y el Conocimiento y Competencias2025. (2025).  
Revista de estudios y experiencias en educación, 24(54). Retrieved from  
https://www.redalyc.org/journal/2431/243182301002/  
348