Factors Characterizing Good Language learners and Their Pedagogical Implications for Teaching Listening and Speaking

Abstract

Research on second and foreign language acquisition has increasingly focused on examining the factors that distinguish good language learners (GLLs) and the role these factors play in successful learning. This study aims to identify the key learner-related factors, strategies, environments, and instructional practices that contribute to effective language learning, with particular emphasis on the development of listening and speaking skills. Drawing on a qualitative narrative review approach, synthesizing findings from previous empirical and theoretical studies published between (1970-2025) related to the fields of language education and applied linguistics, the study examines a range of learner characteristics, including age, language aptitude, personality, learning style, attitude, and motivation, as well as the learning strategies and techniques commonly employed by GLLs. The study also discusses the roles of the learning environment and instructional practices in supporting the development of learners’ oral communicative competence. The findings of the review indicate that successful development of listening and speaking skills is associated with the integration of cognitive, affective, and instructional factors, and with a shift from traditional teaching practices to interactive. learner-cantered approaches. The study concludes by presenting a set of pedagogical implications and practical suggestions for teachers of second and foreign language, emphasizing that the characteristics of GLLs are not fixed innate traits but rather acquired competencies that can be developed through informed and research-based instructional practices.