Enhancing English Listening Skills in Senior High School: The Role of Pragmatic Inference Strategies

This study explores the impact of pragmatic inference strategies on enhancing English listening skills among senior high school students. It examines students’ awareness, usage, and perceptions of these strategies, and investigates the relationship between their perceived effectiveness and actual listening proficiency. Utilizing a descriptive survey design, the study engaged purposively selected senior high school students. Data were gathered using a structured questionnaire assessing demographic profiles, current listening competencies, and familiarity with pragmatic inference techniques. Pearson correlation analysis revealed a moderate, statistically significant relationship (r = 0.48, p < 0.001) between the effectiveness of pragmatic inference strategies and students’ listening skill levels. Results indicate that students who found the strategies effective demonstrated stronger listening comprehension and greater confidence in interpreting implied meanings. The findings affirm that pragmatic inference strategies not only improve understanding but also foster learner engagement and autonomy. The study recommends the integration of these strategies into English curricula through explicit instruction, continuous practice, and varied listening materials. Moreover, teacher training and the promotion of collaborative and independent learning are essential to maximizing instructional impact.