Abstract
This quasi-experimental study investigated the effect of metacognitive listening strategy instruction on Omani Grade 11 EFL learners’ listening comprehension and their metacognitive listening awareness. The sample of the study included two groups (experimental and control, n=112) from grade 11 students from one of the schools in Muscat Governorate in the academic year 2017-2018. Two research instruments were used to collect data: a listening comprehension test and metacognitive awareness for listening questionnaire. The results of the study revealed that students in the experimental group outperformed their counterparts in the control group in the listening comprehension as a result of the metacognitive listening strategy instruction. Similarly, there was a statistically significant increase in the experimental group students’ metacognitive listening awareness as a result of the intervention. In light of these findings, implications and recommendations for further studies were offered. https://doi.org/10.26803/ijlter.18.9.14
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