隨著科技進步，人工智慧為學生的聽力和自主學習提供了新的機會。聽力活動時常使用測驗形式卻很少教學生如何反思他們的聽力過程，這阻礙了學生培養聽力能力和主動思考的能力。然而，鮮少研究結合後設認知策略教學和人工智慧工具於使用播客幫助聽力。
因此，本研究旨在探討後設認知教學和AI生成播客的結合對一位國中學生後設認知意識的影響。在為期十週的教學中，學生每週會聽兩個由Notebook LM這個Google開發的AI生成平台所產生的播客，也會逐步從教師帶領的活動到獨自練習來完成學習單。研究資料包含學習單、每週訪談和實驗前後進行的訪談，使用主題分析來探討學生在運用策略上的變化以及對此教學方式的看法。本研究結果顯示學生在預測、監控學習和推測等後設認知聽力策略的運用有明顯的提升。多模態模式和個人化學習幫助學生減少認知負荷以及提高學習動機。研究結果提供運用AI工具在後設認知教學上的建議，以培養學生自主學習的能力。

With recent advances in technology, artificial intelligence (AI) tools provide new opportunities for learners to support listening comprehension and become autonomous listeners. Listening activities often focus on testing listening with little explicit guidance on how learners reflect on their listening processes. Such methods hinder learners from gaining listening ability and active thinking they should develop in increasingly AI-mediated educational environments. However, limited research has examined the incorporation of metacognitive instruction with AI tools in podcast-based listening.
This study examines the impacts of integrating metacognitive instruction with AI-generated podcasts to assist a Taiwanese junior high school student in enhancing her metacognitive awareness. Over a 10-week intervention, the participant listened to two podcasts per week generated by Notebook LM, a generative AI platform developed by Google. Each week, the participant also completed a worksheet with scaffolding tasks that gradually shifted from guided activities to individual practice. Data collection involved the worksheets, weekly interviews, and pre- and post-structured interviews. The data were analyzed using thematic analysis to examine changes in the participant’s strategy use and perceptions of the intervention. The results indicated that the participant showed noticeable enhancement in her use of metacognitive listening strategies, particularly in predicting, maintaining attention, and inferring. Furthermore, with the integration of AI-generated podcasts, the participant benefited from the multimodal modes and personalized learning experience, leading to reduced cognitive load and increased motivation in learning. The study offers implications for how teachers can integrate AI tools with metacognitive instruction in listening activities to enable learners to foster learner autonomy.

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