Хорижий лингвистика ва лингводидактика 4-jild 8-son (2026) · 23-28-betlar
A FOUR-PHASE METACOGNITIVE MODEL FOR TEACHING LISTENING COMPREHENSIONINADIGITAL LEARNING ENVIRONMENT: PLAN — LISTEN —CHECK—REFLECT
Khusanova, Sevara, Хусанова, Севара, Xusanova, Sevara
Annotatsiya
Teaching learners to self-regulate listening improves comprehension, yet the traditional teacher-managed five-stage sequence is often truncated in general secondary schools with two or three lessonsaweek,since its execution depends entirely on teacher prompting. The present study designs a four-phase listeningmodelembedded directly into the architecture of the digital environment rather than resting on classroomroutine, andaddressed to 13–14-year-old learners of grades 7–8 in Uzbek schools. Following a design-based approach, themodel draws on empirical data published between 2003 and 2025, on national curriculumstandardsandontextbook audio resources, defining each phase by its didactic purpose, learner actions, platformaffordancesandtarget metacognitive construct. Four phases emerged — Plan, Listen, Check and Reflect —which alignwiththedimensions of the Metacognitive Awareness Listening Questionnaire and set explicit parameters for text length,speech rate, vocabulary density, replay conditions and the release of written support. Embedding the sequenceintothe digital ecosystem guarantees its execution, although the model does not replace classroominstruction: becauseself-directed online practice can raise test scores without improving metacognitive awareness, a collaborativeclassroom analysis stage remains essential. Keywords: listening comprehension
listening comprehension;metacognitive instructiondigital learning environment;scaf oldingreflectionsecondary educationMALQself-regulated learning
Metadata manbasi: jurnal OAI-PMH arxivi · Sindex toʻliq matnni saqlamaydi, manbaga havola beradi.