the effect of task-based embedded instruction on listening comprehension and metacognitive strategy awareness in listening of iranian efl learners

This study sought to empirically investigate the effects of task-based instruction on the listening comprehension and metacognitive strategy awareness of intermediate english as a foreign language (efl) students in iran. a sample of 60 male efl learners was selected based on their performance on a proficiency test. following a pre-test assessing their listening skills and the completion of a metacognitive awareness questionnaire, participants were assigned to either an experimental group, which received task-based instruction, or a control group that underwent traditional listening instruction. the experimental group was engaged in task-based teaching through three designated tasks: input-driven tasks, pedagogical-driven tasks, and performance-based tasks, whereas the control group experienced conventional instruction methods. after the instructional intervention, all participants undertook a listening post-test alongside a metacognitive awareness questionnaire. a thorough analysis of the data, conducted using independent sample t-tests, indicated a significant positive effect of task-based instructional methods on both the listening comprehension and metacognitive strategy awareness of intermediate efl learners in iran.