Abstract

Academic listening comprehension is widely regarded as a core academic competence in higher education, particularly in learner-centred contexts and amid the increasing prevalence of lectures and academic discussions. This article reviews and systematizes theoretical approaches to academic listening comprehension by clarifying its concept, key characteristics, and constituent attributes (behavioural, metacognitive, cognitive, and academic). It also examines lecture listening comprehension as a representative form of academic listening in university settings. Drawing on both domestic and international literature, the article identifies a notable gap in Vietnamese students’ academic listening competence, which is not merely technical in nature but is also associated with passive learning habits developed during secondary education. Based on these insights, the study discusses pedagogical implications and suggests directions for teaching and researching academic skills for Vietnamese university students today.

Keywords: Academic listening comprehension, academic skills, higher education, lecture listening comprehension, Vietnamese students. Email: sendt@ntu.edu.vn