摘要：AbstractThis study investigated the impact of metacognitive strategy instruction on the listening performance of EFL university students. After screening 50 participants whose English proficiency was around intermediate level from among 60 students at the state university of Qom, they were randomly assigned to experimental and control groups. The experimental group (n=25) received the metacognitive strategy instruction based on the models proposed by Vandergrift and Tafaghodtari (2010) and O’Malley and Chamot (1990), but the control group (n=25) received no metacognitive strategy instruction. The listening module of CambridgeTOEFLwas utilized to test the listening performance of the participants in both groups before and after the treatment. The results of theTOEFLtest revealed that the experimental group significantly outperformed the control group on the post-test. The pedagogical implications of the study are discussed as well.
