Teachers’ Viewpoint of Metacognitive Strategy Instruction in Listening during Remote Teaching in Oman: Challenges and Strategies

Research in second language learning has identified the absence of metacognition among learners as one major problems contributing to students’ inability comprehend listening texts. Moreover, shift remote teaching due COVID-19 made it more crucial for teachers and adapt new modes learning. This accentuates need effective strategy instruction. study conducted at a university Oman, is unique two ways: first, seeks out teachers’ perceptions metacognitive instruction teaching; second, intervention form explicit offered online. paper presents findings study, which focused on following: perception difficulties; strategies their instruction; role awareness improving student participation skills listening; challenges encountered during overcoming teaching. mixed-method collected data through questionnaires interviews with 10 faculty members 75 students. The show that face several challenges, such time limitations, shortened semesters, unfamiliar coursebook contexts, assessment practices. For instruction, utilized collaborative lesson planning resources virtual flipped classrooms, others. We conclude can provide better scaffolding recommends further exploration use other academic contexts.