Abstract
This paper analyses the difference between teaching and practicing listening and reading skills in the context of learning English as a second language (ESL). A systematic literature review examines recent studies published within the last five years on pedagogical approaches. The results indicate that active teaching, which includes keyword identification and inference strategies, is significantly more effective than repetitive practice, allowing students to apply these skills more effectively in real-life situations. It is concluded that structured instruction is key to fostering deep learning, while unguided practice may limit the effective development of these skills.
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