<p>This study investigated the effectiveness of metacognitive strategy (MS) instruction on listening comprehension and metacognitive awareness among low-proficiency EFL learners in Taiwan. Using a quasi-experimental mixed-methods design, the research involved 95 first-year university students divided into an experimental group (EG) that received MS instruction and a control group (CG) that received regular instruction without MS treatment. Quantitative data were analyzed using paired-sample <i>t</i>-tests to compare pretest and posttest scores within groups and ANCOVA to compare posttest outcomes between groups while controlling for initial proficiency. The EG demonstrated significant improvements in listening proficiency, with a substantial increase in posttest Oxford Placement Test (OPT) scores (<i>p</i> &lt; 0.001, medium effect size), whereas the CG showed no notable changes. The Metacognitive Awareness Listening Questionnaire (MALQ) scores revealed a significant within-group increase for the EG, although ANCOVA results showed limited between-group effects. Qualitative content analysis of reflective journals, supported by interrater coding and Kappa reliability measures, highlighted evolving strategy use over time, with students in the EG adopting a more intentional and refined approach to listening strategies. Overall, the findings assert the potential of MS instruction to enhance listening skills and self-regulated learning among low-proficiency EFL learners.</p>