Abstract: The aim of the present study was to examine the relationship amongIranian EFL learners’ intercultural sensitivities, personality types, metacognitive awareness listening, and listening comprehension. To do so, 194 advanced Iranian EFL learners selected based on convenience sampling from two provinces of Guilan and Mazandaran, took part in the study by completing the following instruments: Intercultural Sensitivity Scale developed by Chen and Starosta (1996), Myers-Briggs Type Indicator Form M developed by Myers and Myers (1980), Metacognitive Awareness Listening Questionnaire developed by Vandergrift et al. (2006), and Listening Comprehension Test (Listening Section of IELTS exam). To answer the first three research questions seeking out the possible relationship between (1) intercultural sensitivities and listening comprehension, (2) metacognitive listening awareness and listening comprehension, and (3) intercultural sensitivities and metacognitive listening awareness of Iranian EFL learners, three Pearson product-moment correlations were run, the results of which showed thatthere were00significant positive correlation between(1) intercultural sensitivities and listening comprehension (2) metacognitive listening awareness and listening comprehension, and (3) intercultural sensitivities and metacognitive listening awareness of Iranian EFL learners. To answer the fourth research question probing the better predictor of Iranian EFL learners’ listening comprehension, amultiple regression was run whose results showed that intercultural sensitivities and metacognitive awareness can both significantly predict listening comprehension; however, metacognitive awareness listening is a better predictor of Iranian EFL learners’ listening comprehension. To answer the last research question investigating the different types of participants’ would-be different rate of intercultural sensitivities, metacognitive awareness listening and listening comprehension a MANOVA was
