Abstract
The present study investigated metacognitive listening strategies awareness among Iranian university and highschool students learning English as a foreign language. To achieve this goal, one hundred and twenty-two university students and one hundred and sixteen high-school students filled in the Metacognitive Awareness Listening Questionnaire (MALQ) with five subparts including problem-solving, planning and evaluation, translation, person knowledge, and directed attention. The result of the data analysis revealed that university and high-school students were different with regard to their metacognitive listening strategies awareness in general, and in person knowledge and mental translation components.
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