students' metacognitive awareness metacognitive awareness of listening strategies, learning styles, emotional intelligence, and self-efficacy seem as some crucial factors affecting listening comprehension. The present study of listening strategies, learning styles, emotional intelligence, self-efficacy, and listening comprehension of Iranian EFL learners. To this end, 230 Iranian EFL learners were selected as the participants of the study. The participants included both male (N=80) and female (N= 150) students. The students' age ranged from 21 to 30. For data collection purposes, the students filled out four questionnaires and took an IELTS listening comprehension test. The questionnaires included Metacognitive Awareness of Listening Questionnaire (MALQ) developed by Vandergrift, Goh and Mareschal (2006), Bar-On’s Emotional Quotient Inventory (EQ-i) questionnaire validated for Iranian Context by Soodmand Afshar and Rahimi (2016), Questionnaire of English Self-Efficacy (QESE) developed by Kim, Wang, Ahnb, Bong (2015), and Learning styles Inventory (LSI) developed by Kolb (1985). The results of the Pearson correlation revealed that Iranian EFL learners’ metacognitive strategy awareness was significantly positively correlated with their listening comprehension. That is, higher metacognitive strategy awareness resulted in higher scores in listening comprehension while lower metacognitive strategy awareness led to lower scores in listening comprehension. Higher scores in listening comprehension were associated with higher levels of emotional intelligence and lower scores in listening comprehension were related to lower levels of emotional intelligence. Therefore, emotional intelligence and listening comprehension were found to be significantly positively correlated. Also, as the results indicated, Iranian EFL learners’ self-efficacy and their listening comprehension were positively correlated. In other words, language learners with higher levels of self-efficacy outperfo
