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This study is an attempt to investigate the effect of metacognitive instruction through dialogic interaction in a joint activity on advanced Iranian English as a foreign language (EFL) learners’ multimedia listening and their metacognitive awareness in listening comprehension. The data were collected through (N=180) male and female Iranian advanced learners ranging from 16 to 24 years of age in three groups. The first two groups were experimental (n=60), trained through a structured intervention program focusing on metacognitive instruction through dialogic interaction (MIDI) and metacognitive instruction (MI) for 10 sessions. The learners in the experimental group were involved in 60 minutes of practice twice a week. The third group was a control group (n=60), trained through regular classroom listening activities without receiving the structured intervention program. Multimedia listening tests and the Metacognitive Awareness Listening Questionnaire (MALQ) were used to track the advanced learners’ multimedia listening comprehension and metacognitive awareness. The results showed that metacognitive instruction through dialogic interaction did improve both the advanced learners’ multimedia listening comprehension and their metacognitive awareness in listening.

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This study sought to explore the effect of two different models of metacognitive instruction on the listening performance of EFL learners in Iran. The participants were 90 intermediate EFL listeners in three groups, ranging from 20 to 26 years of age. The participants in experimental group one (n = 30) went through a ten-week intervention program that involved the linear instruction of ten metacognitive strategies, with its focus on planning, monitoring, and evaluation. The participants in experimental group two (n = 30), who were trained through Metacognitive Pedagogical Sequence for ten weeks, went through an intervention program that engaged them in a sequence of tasks to help them develop metacognitive awareness of the processes underlying L2 listening through dialogic interactions. The participants in the control group (n=30), who went through a conventional listening instruction program, were taught by the same teacher and listened to the same materials without any guided attention toprocess. An actual test of language proficiency and a listening comprehension test were also used to collect data and to track changes in listening performance of learners after the intervention. The results of the study showed that metacognitive instruction led to a considerable variance in the overall listening performance of learners. The results also revealed that the model of metacognitive instruction and the manner through which metacognitive strategies were orchestrated led to a difference in the listening performance of EFL learners in this study.