Abstract:

The ability to listen attentively is of utmost importance for individuals who are learning a language, as it serves as the bedrock for effective communication and mastery of the language. Nonetheless, conventional methods employed in teaching listening tend to concentrate on passive listening exercises, resulting in limited engagement and insufficient development of this skill. To overcome these constraints, the integration of information and communication technology (ICT) tools alongside learner-centric teaching strategies has proven to be highly beneficial. This review will look at the current level of research and innovations in the use of ICT and learner-centered teaching techniques to improve EFL teachers' listening instruction from 2012 to 2023. On March 15th, 2023, 232 papers were collected from the Scopus database and a bibliometric analysis was performed to examine the publishing trend and geographic distribution, the contribution and collaboration of various nations, the most influential authors and publications, the most frequently used author keywords, and under-explored issues. From 2012 to 2023, the data revealed a rising trend in overall publication production, with 51 countries contributing to the research on EFL instructors' use of ICT and learner-centered teaching practices to improve listening instruction. The United States, Australia, and Iran were the top three contributors among these countries. The most commonly used author keywords were EFL, ICT, learner-centered teaching strategies, listening instruction, and teaching methods, indicating that these were the major themes of study in this area over the preceding decade.

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