The triad purpose of the study was achieved via descriptive single case study with embedded units by using three data collection tools in phases. Preliminarily, the open-ended questionnaire collected from conveniently sampled 39 participants was administered to reach students' metacognitive awareness of listening skill. The initial analysis induced the researcher to employ podcasts as an extensive listening activity by having 4 voluntary students fill up reflective listening journals for each podcast with the aim of realizing the effect of extensive listening on learners' metacognition. Lastly, the focus group interview was conducted to solicit students' possible changing metacognitive views about listening skill in general and extensive listening in particular. As a result, students instructed on listening through the traditional way did not practice their listening outside the class. The dominant factors affecting listening comprehension respectively comprise scanty listening practice, unknown lexis, and unfamiliar background knowledge. The dominant strategies were identified as listening multiple times, raising concentration, taking notes, and looking up into dictionary. The participants also designated favourable metacognitive awareness towards the study per se, extensive listening, and general listening skill.