A METACOGNITIVE CYCLE FOR DIFFERENTIATED LISTENING INSTRUCTION IN ENGLISH CLASSES
DOI:
https://doi.org/10.47390/ydif-y2026v2i20/n09Keywords:
listening comprehension; differentiated instruction; metacognitive cycle; diagnostic teaching; targeted scaffolding; formative assessment; reflection.Abstract
This article addresses differentiated listening instruction in English-language classes characterized by diverse learner readiness. Its purpose is to provide a methodological rationale for a seven-stage metacognitive cycle that links the identification of a specific listening difficulty to temporary instructional support while retaining a shared communicative outcome. The study synthesizes research on listening, metacognition and diagnostic assessment, using methodological modelling. The proposed sequence includes goal setting and prediction, initial listening, difficulty identification, targeted scaffolding, focused replay, outcome verification, and reflection. Linguistic, perceptual, meaning-related, and self-regulatory listening problems are differentiated, and a practical support-selection matrix is presented. An illustrative classroom scenario demonstrates how a teacher can evaluate changes in comprehension through evidence from the audio rather than answer correctness alone. The contribution links diagnosis, support adjustment, and withdrawal of scaffolding. The cycle is proposed for lesson design and teacher reflection; its effectiveness has not yet been tested empirically in real university settings.
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