محمدامیر سینافر

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.