Metacognitive listening instruction for non-English major students: insights from EFL teachers

Although metacognitive listening instruction has been recognised for enhancing learners’ awareness and self-regulation, its classroom application in English as a Foreign Language (EFL) contexts is still underexplored. The primary objective of this study was to investigate EFL teachers’ perceptions of their listening instruction and the integration of metacognitive instruction into their listening lessons. A qualitative descriptive approach, using semi-structured interviews, was employed with four EFL teachers from different universities in Vietnam. Findings revealed that teachers viewed listening as a difficult but teachable skill, hindered by students’ low English proficiency, limited vocabulary, and weak phonological awareness. Other learner-related factors such as low motivation, limited autonomy, and negative attitudes further constrained progress. Contextual challenges, including exam pressure, time limitations, and uneven institutional support, also shaped instructional practices. Despite these obstacles, teachers demonstrated adaptability, reflection, and growing awareness of digital and out-of-class listening opportunities. Nevertheless, their use of metacognitive listening instruction was partial, implicit, and pedagogically inconsistent. Instructional activities rarely involved systematic reflection, monitoring, or collaboration. Key components of metacognitive instruction, particularly person knowledge, evaluation, and problem-solving, were underdeveloped. These insights emphasise the need to strengthen teacher preparation, learner self-regulation, and institutional support to advance metacognitive listening pedagogy in the research contexts.