METACOGNITIVE STRATEGIES FOR DEVELOPING ENGLISH LISTENING COMPREHENSION SKILLS IN A DIGITAL LEARNING ENVIRONMENT: SCIENTIFIC-THEORETICAL FOUNDATIONS
Listening comprehension is one of the most cognitively demanding skills in foreign language learning and, paradoxically, one of
the least systematically taught. This study examines the scientific-theoretical foundations for developing English listening
comprehension skills through metacognitive strategies in digital learning environments, with a particular focus on grades 7–8
learners. We draw on cognitive psychology, psycholinguistics, and metacognition theory, and employ a systematic literature review
of sources from Scopus, Web of Science, and ERIC. Our findings point to three converging theoretical pillars psycholinguistic
processing, metacognitive regulation, and digital pedagogical affordances that together provide a principled basis for strategy-
informed listening instruction. When metacognitive training is embedded within purposefully designed digital environments,
learners develop more autonomous and self-regulated approaches to listening. The framework proposed here is directly relevant to
the current reform agenda in Uzbek secondary education.
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