THE EFFECTIVENESS OF METACOGNITIVE LISTENING INSTRUCTION IN DEVELOPING LISTENING SKILLS AMONG A2-LEVEL LEARNERS TO ACHIEVE B1-LEVEL PROFICIENCY

Listening comprehension is a critical advance in second language acquisition. However, some learners, particularly those lacking proper vocabulary knowledge, are struggling with understanding spoken language as they cannot identify connected speech and lack knowledge about listening strategies. The current paper analyzes the possibilities of the use of metacognitive listening instruction in teaching A2-level learners the skills required for B1-level proficiency. In particular, the article refers to researching the issues of second language listening, metacognition, and the Common European Framework of Reference for Languages. The paper highlights the role of the planning, monitoring, problem-solving, and evaluating techniques in listening instruction. It also deals with various theoretical and practical research papers and offers an instructional model focusing on prediction, guided listening, repeated listening, error analysis, and reflection processes. According to the studies conducted, metacognitive listening instruction can help achieve better levels of comprehension and develop self-sufficiency among learners. But the advancement to the B1 level of competency also requires knowledge of vocabulary, pronunciation familiarity, and regular contact with spoken English, as well as proper assessment. The article summarizes that metacognitive listening instruction is a helpful part of the holistic approach of listening skill development instead of being a decisive factor leading to the particular level of proficiency.