Abstract :

This reflective study examines the implementation of metacognitive scaffolding to improve online English listening instruction for vocational college students over two semesters of classroom practice, learner tracking, and systematic observation. Although digital platforms enable flexible out‑of‑class listening, many vocational learners exhibit mechanical repetition, over‑reliance on correct answers, low engagement, and listening anxiety, largely due to insufficient self‑regulated learning abilities. To address these issues, the researcher restructured online listening lessons around three metacognitive modules: pre‑task planning, in‑process monitoring, and post‑task reflection with hierarchical teacher scaffolding. Adopting a purely qualitative practitioner‑reflective design without control groups or statistical tests, data were collected from classroom observations, learning logs, informal interviews, and weekly student journals. Findings indicate that sustained metacognitive scaffolding appears to help some students gradually move away from passive answer‑oriented habits, ease anxiety for certain learners, and foster self‑regulated learning routines. The study validates the feasibility of metacognitive and scaffolding theories in vocational online settings, acknowledges the limitations of a small single‑class sample, and offers practical pedagogical suggestions for frontline vocational English instructors.

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Keywords :

metacognitive strategies, online listening instruction, vocational college English, reflective teaching practice, learner engagement.

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References :

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