An Investigation on Metacognitive Listening Strategy Use and Listening Anxiety in EFL Classrooms

Employing a survey design, this study aims to examine learners’ metacognitive listening strategies, their anxiety and whether there is relationship between these two research matters in English as foreign language (EFL) classrooms. The participants included 112 freshman students at university context they were taking comprehension course during the study. Two scales used collect data for study; Foreign Language Listening Anxiety Scale (FLLAS) was measure participants’ Metacognitive Awareness Questionnaire (MALQ) identify strategy use. collected analysed by using statistical program with help of descriptive statistics. findings revealed that experienced moderate level anxiety. In terms use, problem solving strategies found be most while mental translation least. It also low positive Furthermore, no significant change among low, high anxious learners types Parallel those findings, offers several suggestions practitioners apply classrooms researchers further investigate nature phenomena.