Despite the central role of quality teaching in the classroom, students’ learning success depends so much on how learners recognize their own ways and pace of learning. While the implementation of good English pedagogy in terms of applying well-tailored approaches, methods and techniques is believed to be the key for helping students to learn, teachers need to be aware of each individual student’s unique ways and pace of learning in the classroom. Teachers are supposed to be able to help students recognize their needs for learning. Built on an action research study on the inclusion of metacognitive listening strategy instruction, this article highlights the strategic role of the inclusion of metacognitive listening strategy instruction in helping students to improve their self-efficacy in learning listening skills. A range of students’ voices, reflecting their learning experiences during the inclusion of metacognitive listening strategy instruction, reveals that learning awareness in terms of metacognitive listening strategy needs to be developed over time through the inclusion of metacognitive listening strategy instruction. The more the students are familiar with their ways and pace of learning, the better they implement listening learning strategies, which results in students’ learning success.

listening skills; listening strategy instruction; metacognition; self-efficacy

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