USING METACOGNITIVE LISTENING ACTIVITIES TO IMPROVE LISTENING FOR NON‑MAJOR FRESHMEN AT ACADEMY OF FINANCE (AOF)

Abstract

This action research examines whether teacher-mediated metacognitive listening activities improve first-year non-English majors’ comprehension at Academy of Finance and how they reshape strategic awareness. A planning–monitoring–evaluating cycle was embedded in textbook lessons; evidence came from pre/post listening tasks, a metacognitive questionnaire, and reflective journals.Results show gains in performance and metacognitive knowledge including clearer task knowledge,stronger person knowledge, and more robust strategy knowledge. The study judges the approach feasible and scalable, recommending routine planning–verification–reflection, strategy talk, and journals or exit tickets, especially for lower-proficiency students