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The past decade has witnessed a rapid increase in empirical studies elaborating on the effects of metacognitive strategy instruction (hereafter referred to as MSI) on listening ability. Due to the inconclusive results obtained across various studies, this paper offers a systematic quantitative meta-analysis of the effects of MSI on English listening comprehension. After a comprehensive search, this meta-analysis identifies 31 eligible empirical studies published between 2010 and 2022 (N=2497), contributing 33 independent samples. Results based on the random-effect model reveal that MSI has a large and statistically significant effect on learners’ English listening outcomes, with a combined effect size (Hedges’s g=1.016). In addition, education institute is the statistically significant moderator variable for the effect sizes of MSI on L2 listening. The sub-group analysis also demonstrates that: (1) MSI is more effective in English Language Institute and intermediate learners benefit more than beginners and advanced learners; (2) Proficiency measurement moderates the effect size of MSI on listening outcomes; the effect size of the standardized test is larger than that of studies using an unstandardized test; (3) A shorter instruction length can bring better learning outcomes; (4) The effect size of studies employing an unstandardized test for the listening test measurement is significantly larger than that of studies using a standardized test. Based on the obtained findings, teachers are recommended to incorporate MSI into regular listening teaching programs to help students become more effective and self-regulated listeners.
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