Shiraz University Teaching English as a Second Language Quarterly 2981-1546 32 2 2013 07 01 The Impact of Metacognitive Instruction on EFL Learners’ Listening Comprehension and Oral Language Proficiency تاثیر آموزش فراشناخت بر مهارت شنیداری و کلامی زبان آموزان 69 90 1555 10.22099/jtls.2013.1555 EN Mehrak Rahimi English Department, Shahid Rajaee Teacher Training University Maral Katal English Department, Shahid Rajaee Teacher Training University Journal Article 2013 02 07 The aim of the current study was to examine the effect of metacognitive instruction on EFL learners’ metacognitive awareness of listening strategies, listening comprehension, and oral language proficiency. Fifty students of two upper-intermediate English courses participated in the study and were sampled as the experimental and control groups. For sixteen weeks the experimental group participated in metacognitive instruction of listening with the aim of promoting their metacognitive awareness of listening strategies while listening to oral texts. Meanwhile, the control group received listening instruction without any focus on strategies. The result revealed that, while controlling for students’ entry-level metacognitive awareness and English listening and speaking proficiency, the instruction heightened the experimental group’s metacognitive awareness significantly at the end of the experiment. Although a difference between the listening ability of the experimental and control groups was found, this difference did not reach the level of statistical significance. As hypothesized, a significant difference between the experimental and control groups’ speaking ability was found in favor of the experimental group. https://tesl.shirazu.ac.ir/article_1555_9229fbb278dc5765180ef0d4060fda43.pdf