Abstract
Listening comprehension is a central component of oral communication, yet it often receives insufficient methodological attention in higher education language programs. This study focuses on developing and implementing a systematic set of listening comprehension exercises for philology students in higher education. The research was conducted across three universities with a total of 136 second-year students over a 10-week (40-hour) instructional period, using the listen2me.moodlecloud.com digital learning platform to deliver structured preparatory and speech-based listening tasks. In addition, a survey of 50 English language teachers was carried out to identify common instructional challenges, material selection criteria, and perceptions of listening instruction in university settings. The study employed a mixed-methods design, combining quantitative analysis of student performance with qualitative insights from classroom observations and teacher feedback. Findings indicate that a planned system of preparatory and speech exercises, when integrated into regular coursework and supported by digital delivery, contributes to measurable improvement in students’ ability to perceive, process, and understand spoken academic English. The results provide practical guidelines for designing effective listening comprehension instruction and highlight the importance of structured pedagogical support in foreign language education at the tertiary level.References
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