Improving listening skill in EFL classrooms has always a concern for both teachers and students. The reason is that this skill is NOT equally considered in the classroom syllabus compared with other three macro-skills, such as reading, writing and speaking. Further, the notion of process of teaching it is neglected but the product is favored in the classrooms. Thus, metacognitive strategy instruction can ameliorate this undesirable deficiency through valuing the process of listening to improve this skill.