Listening comprehension lies at the heart of language learning. Metacognitive listening strategies,L2 motivational self-system, and autonomy can be considered as parameters which influence listening comprehension. This study aimed at investigating the relationship of listening comprehension with the aforementioned parameters in an Iranian context. To this end, 200 intermediate EFL learners participated in the study. They took a PET sample listening test to ensure that they were at the intermediate level and also to test their listening comprehension, and completed three questionnaires, namely Metacognitive Listening Strategy Questionnaire, L2 Motivational Self System Questionnaire, and Learner Autonomy Questionnaire. The results of three Pearson product moment correlations showed (i) there was significant positive correlation between metacognitive listening strategy use and listening comprehension, (ii) there was significant positive correlation between L2 motivational self-system and listening comprehension, and (iii) there was significant positive correlation between autonomy and listening comprehension. Besides, the results of regression analysis indicated that a good portion of the variance in listening comprehension could be predicted from metacognitive listening strategy use, L2 motivational self-system, and autonomy. The F index in analysis of variance turned out to be statistically significant, which reveals that the combination of the predictors significantly predicted Iranian EFL learners’ listening comprehension. Finally, it was found that metacognitive listening strategy use, L2 motivational self-system, and autonomy were all significant predictors of listening comprehension, but metacognitive listening strategy use was the strongest predictor of Iranian EFL learners’ listening comprehension.
