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This study investigates the enhancement of active listening skills among B1-B2 proficiency humanities students through Strategy-Based Instruction (SBI) integrated with digital tools. Addressing challenges faced by non-specialized learners, the research proposes a methodology combining cognitive, metacognitive, and socio-affective strategies within technology-enhanced environments. By examining listening as both comprehension and acquisition, the study emphasizes top-down and bottom-up processing, inferencing, note-taking, and real-world tasks to transform receptive listening into interactive skill-building. A mixed-methods design with experimental and control groups utilized multimedia resources, debates, and mind mapping to foster engagement. Quantitative results showed a 24% performance improvement in the experimental group, reflecting enhanced comprehension, critical thinking, and learner autonomy. The study highlights SBI’s effectiveness in scaffolding, multimedia integration, and reflective learning. It advocates a holistic language pedagogy that connects theory with practice and equips educators with strategies to boost communicative competence. By showing how structured methods and digital tools (YouTube videos and Google forms) improve listening instruction, the research advances foreign language education and informs curriculum and policy. Reaffirming listening as key to communication, it offers a replicable model for active, tech-enhanced classrooms.