THE IMPACT OF COMPUTERIZED ADVANCE ORGANIZERS ON LISTENING COMPREHENSION: A SCOPING REVIEW
DOI:
https://doi.org/10.35631/JISTM.1143011Keywords:
Computerized Advance Organizers, ESL/EFL Listening Comprehension, Pre-listening Support, Scoping ReviewAbstract
The integration of advance organizers in a computerized setting has renewed research interest in language education as institutions shift toward technology-enhanced learning environments. However, despite their growing relevance, the pedagogical impact of Computerized Advance Organizers (CAOs) on English as a Second Language (ESL) or English as a Foreign Language (EFL) learners’ listening comprehension remains insufficiently understood. Therefore, a scoping review was conducted to examine the extent, range, and nature of existing research on the use of CAOs and CAOs aligned instructional supports in ESL and EFL listening contexts. The databases, Scopus and Education Resources Information Center (ERIC) were used to gather a comprehensive body of empirical evidence. The six-stage methodological framework of Arksey and O'Malley guided the review process. Findings indicate that CAOs positively contribute to learners’ listening comprehension by activating prior knowledge, reducing cognitive load, and providing structured pre-listening support. Nevertheless, results also reveal significant variations in technological integration across studies. The current state of research suggests that a more systematic understanding of CAO-based interventions is still emerging, particularly in virtual and primary ESL or EFL settings. This review may assist educators, researchers, and curriculum developers in strengthening CAO-based listening pedagogy and identifying directions for future investigation.
Downloads
References
Aldukhayel, D. (2023). The benefits of social media comments to L2 listening
comprehension. SAGE Open, 13(2). https://doi.org/10.1177/21582440231171320
Alkhalaf, M. (2023). Incidental learning of L2 collocations in an academic lecture: A multimedia theory perspective. World Journal of English Language, 13(6), 480-488. An eye-tracking study. Language Testing, 41(2), 412-432.
Ausubel, D.(1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51(5), 267-272.
Helal, S. M., Mahdi, H., & Thabet, M. A. (2024). Captioning for clarity: Mastering stress with word-based vs. phonetic video transcriptions. Frontiers in Linguistics, 6(4), 6779. https://doi.org/10.30564/fls.v6i4.6779 https://doi.org/10.1177/02655322241239356 https://doi.org/10.5430/wjel.v13n6p480
Kajiura, M., Smith, A., & Kinoshita, T. (2025). Deferred multimodal input enhances L2 listening and fast-speech adaptation: A predictive coding perspective.
Kositchaivat, S. (2025). The effects of task-based learning and graphic organizer techniques on the developing student teacher professional competency in listening and speaking skills. NECTEC Review, 1(1). https://doi.org/10.70730/NESC6564
Kwon, S. K., & Yu, G. (2024). The effect of viewing visual cues in a listening comprehension test on second language learners' test-taking process and performance:
Lin, S., & Wei, W. (2024). Social annotations and second language viewers' engagement with multimedia learning resources in LMOOCs: A self- determination theory perspective. Cogent Education, 11(1), 2335715. https://doi.org/10.1080/2331186X.2024.2335715
Lo, S. (2024). Vocabulary learning through viewing dual-subtitled videos: Immediate repetition versus spaced repetition as an enhancement strategy. ReCALL, 36(2), 123-140. https://doi.org/10.1017/S0958344024000053
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., & Stewart, L. A. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4, Article 1. https://doi.org/10.1186/2046-4053-4-1
Mulyani, n., Yusuf, Y. Q., Trisnawati, I. K., Syarfuni, Qamariah, H., & Wahyuni, S. (2022). Watch and learn: EFL students' perceptions of video clip subtitles for vocabulary instruction. Pertanika Journal of Social Sciences and Humanities, 30(S1), 1-18. https://doi.org/10.47836/PJSSH.30.S1.01
Pujadas, G., & Muñoz, C. (2024). When to switch captions off? Exploring the effects of L2 proficiency and vocabulary knowledge on comprehension of captioned and uncaptioned TV. Studies in Second Language Learning and Teaching, 14(1), 45-68. https://doi.org/10.14746/ssllt.38036
Shamsi, E., & Bozorgian, H. (2024). Collaborative listening using multimedia through metacognitive instruction: A case study with less-skilled and more-skilled EFL learners. Language Education and Technology, 4(1), 45-62. https://doi.org/10.1186/s40862-023-00248-8
System, 119,103852. https://doi.org/10.1016/j.system.2025.103852
Teng, M. F. (2022). Incidental L2 vocabulary learning from viewing captioned videos: Effects of learner-related factors. System, 108, 102736. https://doi.org/10.1016/j.system.2022.102736
Teng, M. F. (2025). Incidental learning of multiword expressions from bilingual captioned videos for language minority students. Journal of Asia TEFL, 22(1), 1201-1218. https://doi.org/10.29140/jaltcall.v21n1.1201
Tsai, K.-J. (2025). Concept mapping for enhancing multimodal communication in an EFL classroom. SAGE Open, 15 (1). https://doi.org/10.1177/21582440251368978
Wang, L., & Hsiao, H.-S. (2022). Effects of advance organizers on Taiwanese middle school students' English-video listening comprehension. International Journal of Computer-Assisted Language Learning and Teaching, 12 (3), 1-15.
