The Impact of Metacognitive Strategies on Listening Comprehension in EFL Contexts: A Literature Review

Abstract

Listening is a central yet often neglected component of English as a Foreign Language (EFL) instruction. Many learners struggle with comprehension because classroom practices frequently emphasize grammar and vocabulary rather than listening development. In response, researchers have underscored the importance of strategy use, with metacognitive strategies – planning, monitoring, and evaluating – emerging as especially effective. This paper reviews literature on the impact of metacognitive strategies on EFL listening comprehension. Empirical research shows that these strategies improve learners’ understanding, confidence, and autonomy by making listening an active, self-regulated process. Classroom practices such as reflective activities and the Metacognitive Pedagogical Sequence demonstrate their effectiveness, though challenges like limited awareness and time constraints remain. Overall, metacognitive strategies provide a valuable pathway to stronger listening skills and greater learner independence.