VietTESOL International Convention 2026

This study examines the effectiveness of a structured 4P strategic framework (Predicting, Pinpointing, Paraphrasing, and Polishing) in enhancing EFL learners’ real-time processing in gap-filling listening tasks. Addressing the persistent gap between learners’ metacognitive awareness and their ability to apply strategies under time pressure, the study operationalizes metacognitive listening strategies into a sequenced and task-specific framework.
A mixed-methods quasi-experimental design was employed with 81 grade 11 students in Vietnam, assigned to an experimental group (n = 40) and a control group (n = 41) over a ten-week intervention. Quantitative data from pre- and post-tests were analyzed using paired and independent samples t-tests. Results showed a statistically significant improvement in the experimental group compared to the control group (p < .001), with a large effect size (Cohen’s d = 0.95), indicating substantial practical impact.
Qualitative findings from semi-structured interviews revealed increased strategic engagement, including reduced cognitive overload, more effective handling of lexical variation, and improved self-monitoring. These findings suggest that the 4P framework facilitates the proceduralization of metacognitive knowledge, bridging the gap between declarative understanding and real-time task performance.
Pedagogically, the study offers a classroom-ready, step-by-step strategy sequence that supports learners’ listening processes in exam-oriented contexts. The study contributes to L2 listening research by providing an empirically validated model for integrating metacognitive strategy instruction into time-constrained assessment tasks.