<![CDATA[Listening is a foundational receptive skill that serves as a primary conduit for foreign language acquisition. Despite its critical role, listening instruction in university settings is frequently treated as passive comprehension practice rather than a strategic, process-oriented skill. This study investigates the instructional dynamics, lecturer roles, and cognitive processing modes in an intermediate listening classroom. Employing a qualitative descriptive design, data were gathered through a structured non-participant observation checklist and descriptive field notes during a 100-minute session involving 25 undergraduate sophomore students in a language laboratory at State University of Malang. The findings indicate that listening instruction followed a structured thematic sequence, effectively integrating receptive listening with productive speaking tasks. The instructor dynamically assumed multiple pedagogical roles, acting as an organizer, machine operator, feedback provider, and prompter to facilitate engagement and reduce affective barriers. While students predominantly relied on top-down processing by leveraging prior knowledge and contextual schemata, bottom-up processing occurred during discrete decoding tasks, demonstrating an interactive model of listening comprehension. The study highlights the pedagogical value of authentic materials and active teacher scaffolding while offering recommendations for strategic group formation in cooperative listening environments.]]>
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