This study aims to develop an English instruction model focused on listening skills and integrated with other language skills for primary and secondary school students to enhance learning efficiency and aid English teachers in lesson organization. Based on a meta-analysis of the effectiveness of listening instruction, the model incorporates shadowing, role-playing, and listening strategy training activities, which have shown significant improvement in listening comprehension among Korean students. Through expert validation and teacher feedback, the model underwent refinement, adopting a structured format combining classroom and self-directed activities. Emphasizing shadowing as the primary activity, the model progressively deepens listening stages while tailoring post-listening activities to the specific needs of 3rd-4th grade primary school students, 5th-6th grade primary school students, and secondary school students. It aligns with the 2022 revised curriculum, ensuring a balance between challenging tasks and manageable learning outcomes. The model bridges primary and secondary school instruction, providing specific processes and components to facilitate seamless transitions. By proposing evidence-based practices and integrating process-based assessments, it offers practical assistance for implementing listening instruction at both levels. This study contributes to addressing the lack of research on English listening instruction, offering concrete activities and instructional plans for educators to teach listening more effectively across primary and secondary school settings.
