This study investigated the effects of integrating metacognitive strategies with multimedia-assisted instruction on the listening comprehension of Taiwanese EFL learners enrolled in remedial TOEIC courses. A quasi-experimental pretest-posttest design was employed with 84 university students divided into an experimental group and a control group. The experimental group received instruction combining metacognitive strategies with multimedia resources, such as YouTube videos and podcasts, while the control group received traditional TOEIC-oriented instruction. Research instruments included TOEIC mock listening tests and the Metacognitive Awareness Listening Questionnaire (MALQ). The findings revealed that both groups improved in listening comprehension; however, the experimental group demonstrated greater gains in listening performance, strategic awareness, and learner confidence. Among the multimedia tools, podcast-based activities produced the most significant improvement, suggesting that audio-only input may reduce cognitive load and improve concentration. In addition, students in the experimental group more frequently applied strategies such as prediction, monitoring, and self-evaluation, which helped reduce listening anxiety and promote learner autonomy. The study concludes that integrating metacognitive strategies with multimedia-assisted instruction can effectively enhance EFL learners’ listening comprehension and self-regulated learning. The findings also suggest that EFL listening courses should incorporate explicit strategy instruction and appropriate multimedia resources to improve learners’ listening proficiency and confidence.
Keywords: EFL listening comprehension, Metacognitive Strategies, Multimedia-assisted instruction, Podcast learning
