Listening is a major challenge for many English as a foreign language (EFL)/English as a second language (ESL) learners. Many learners find it difficult to immediately process and segment an ongoing stream of sounds. Decoding training is one of interventions that have been used to assist EFL/ESL learners. This paper reviewed empirical studies of the effectiveness of decoding training in developing EFL/ESL learners' listening. We examined the following four major factors: (a) the types of instructional activities used; (b) the effects of decoding training on student listening outcomes; (c) the main instructional enablers of decoding training; and (d) the main instructional barriers to decoding training. The two activities most frequently used for decoding training were dictation and pronunciation instruction. A meta-analysis of 13 intervention studies showed an overall significant effect in favor of decoding training over non-decoding instruction for listening education (Hedges's g = 0.553, CI = 0.348–0.759, 95% confidence interval, p = 0.000), with no evidence of publication bias. Two theoretical frameworks, cognitive learning theory and the attention, relevance, confidence, and satisfaction model, were used to synthesize 33 studies to analyze the common elements that promote and hinder the development of learners' decoding skills. We proposed a set of design principles for decoding training that are expected to enhance the effectiveness and efficiency of decoding training in EFL/ESL listening education.

对于许多英语作为外语（EFL）/英语作为第二语言（ESL）的学习者来说，听力是一项重大挑战。许多学习者发现很难立即处理和分割正在进行的声音流。解码培训是用于帮助EFL / ESL学习者的一项干预措施。本文回顾了关于解码培训对提高EFL / ESL学习者听力的有效性的实证研究。我们研究了以下四个主要因素：（a）使用的教学活动的类型；（b）解码训练对学生听力结果的影响；（c）解码培训的主要教学推动力；（d）解码培训的主要教学障碍。最常用于解码训练的两个活动是听写和发音指导。g  = 0.553，CI = 0.348–0.759，95％置信区间，p  = 0.000），没有证据表明存在出版偏倚。认知学习理论和注意力，相关性，信心和满意度模型这两个理论框架被用来综合33项研究，分析促进和阻碍学习者解码技能发展的共同因素。我们提出了一套解码培训设计原则，有望提高EFL / ESL听力教学中解码培训的有效性和效率。