Criteria, Indicators, and Levels for Developing Pre-Service EFL Teachers' Auditive Competence

Auditive competence is a foundational component of communicative competence and a prerequisite for effective classroom interaction, instructional decision-making, and professional growth in pre-service English language teachers. Yet, in many EFL settings, listening is taught as test-oriented comprehension rather than as a strategically regulated, motivationally supported skill. This article proposes and operationalizes a motivational approach to developing pre-service teachers’ listening competence, specifying (1) core criteria (mezons), (2) measurable indicators (ko‘rsatkichlar), and (3) performance levels (darajalar) for diagnosing and improving listening development in teacher education programs. Anchored in Self-Determination Theory and L2 motivation research, and aligned with research on metacognitive awareness in listening, the study outlines a short methodology for implementing a motivational listening intervention (goal-setting, autonomy support, expectancy–value enhancement, and metacognitive strategy training). Results from an illustrative dataset show a post-intervention shift toward moderate and high competence levels, suggesting that motivationally informed design strengthens persistence, strategy use, and listening performance. The article concludes with implications for curriculum design, assessment, and teacher educator practice.

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