Abstract. Listening requires learners to recognize, interpret, apply, and evaluate meaning in sequence; without such cognitive progression, comprehension of spoken language remains unstable. The study aimed to determine how staged tasks based on Bloom’s Taxonomy influence listening skills. A three-stage pedagogical experiment involved 68 participants: a diagnostic pretest was followed by formative intervention and a controlled posttest. Experimental and control groups were compared through the Solomon Four-Group Design. Measurement results were examined with normality and goodness-of-fit tests, while between-group differences were evaluated using analysis of variance and post-hoc comparisons. Correlation analysis was used to identify the relationship between the instructional progression and listening performance. Posttest results showed a statistically significant advantage for instruction organized through Bloom’s Taxonomy (p<0.001); the effect size was d=0.84, and the correlation coefficient associated with listening performance was r=0.58. The findings indicate that the sequence “remember–understand,” “apply–analyze,” and “evaluate” connects accurate identification of meaning with coherent interpretation and independent monitoring. The study’s scientific contribution is a quantitative justification of Bloom’s Taxonomy as a staged framework for listening instruction. The model offers teachers a practical basis for assigning tasks to successive cognitive levels and for strengthening learners’ strategic self-monitoring. It also clarifies how comprehension activities can move beyond answer recognition toward purposeful application, analytical processing, and reflective judgment during listening lessons. This contribution supports more deliberate instructional sequencing in language pedagogy.