Teaching Students Metacognitive Listening Comprehension Skills through Digital Technologies

Abstract

This study explores the use of digital technologies to enhance high school students’ metacognitive listening comprehension skills in English language learning. The research focuses on how digital tools, such as online audio resources, interactive platforms, and adaptive learning applications, can be integrated into the classroom to foster students’ awareness and regulation of their listening strategies. The study investigates the effectiveness of these tools in promoting self-monitoring, reflection, and strategic planning during listening tasks. The results aim to provide evidence-based recommendations for educators to develop students’ autonomous listening skills and improve their overall language proficiency.