Abstract
This study aimed to investigate the types of metacognitive strategies used by Iranian university students majoring in English, and the differences in the use of these strategies between listeners across two levels of high and low proficiency. The results revealed that Iranian university students used “problem-solving strategies” most frequently and “person-knowledge strategies” least frequently. It was also found that more proficient listeners used metacognitive strategies more frequently than less proficient listeners and there was a significant difference in the use of “person-knowledge strategies” between high and low proficient listeners. The results of the study have some implications for students, teachers, syllabus designers and EFL text book designers.
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