Technology-Enhanced Metacognitive Pedagogical Sequence for Developing Young Learners’ Listening Skills

Listening comprehension in a second language (L2) poses challenges due to various factors such as unfamiliar accents, rapid speech, and cognitive overload. Young learners in particular may experience additional hurdles as they are still developing their language skills and cognitive abilities. Recognising the pivotal role of listening in exposing learners to the multifaceted dimensions of spoken communication and in facilitating effective oral communication, L2 listening educators need to teach their learners how to listen effectively and autonomously. The metacognitive approach to teaching listening (MATL) has been empirically proven to be effective in fostering awareness of listening strategies, processing spoken language effectively, and cultivating self-regulation. However, with the emergence of new technologies in English language teaching, there is a growing curiosity about how technology can enhance MATL to optimize listening development among young learners. Many studies have investigated the impact of MATL on L2 learners’ listening development, but only a few have explored how the listening development of young learners may be further improved when MATL is enhanced with digital technology. This paper aims to fill this gap by exploring how the five pedagogical sequences of MATL may be enhanced with appropriate digital tools such as those powered by Artificial Intelligence (AI). It also discusses issues relevant to the adoption and implementation of technology-enhanced metacognitive listening instruction among young learners. It concludes with insights and practicable ideas on how to effectively use technologies for metacognitive listening instruction in various ELT contexts.