此研究旨在調查大學生的英文聽力後設認知，以及他們聽英文時所遇到的困難和使用的策略。研究對象為213位來自於臺灣南部兩所大學非英文系的學生，研究工具為英文聽力後設認知問卷與訪談，研究結果指出三個後設認知，即“解決問題＂，“引導注意力＂，“個人知識＂，是積極的影響英語聽力的因素，而“精神翻譯＂為負。參與研究的學生表示在聽英文時所遇到的困難因素主要來自於聽力文本，接著依序為說話者因素、聽力文本呈現方式、最後為聽者本身。最常遇到的困難包含字彙量不足、內容不熟悉、缺乏練習、背景知識不足、無法重覆聽、不懂的片語、不懂的字彙、說話方式、以及知覺層次的問題。最末，根據本研究結果及討論，指出本研究的限制以及未來相關研究之建議提出說明。

This paper reports on the findings of an investigation into the metacognitive awareness held by 213 non-English majors aged 16–18 years regarding listening comprehension in English and the difficulties they perceive and the strategies they use. The data in this study was obtained through questionnaires (MALQ, Vandergrift et al, 2006) and follow-up interviews conducted with students. The results of the study indicate that three metacognitive awarenesses, namely "problem-solving", "directed attention", and "person knowledge", are positive factors affecting EFL listening while "mental translation" is negative. The findings of the study also show that EFL learners experience a range of listening problems. Students identified a number of factors that contribute to difficulties in listening comprehension: listening text issues, the speaker, matter of motivation and interest, presentation of the spoken text, and factors relating to student themselves. Furthermore, most learners attributed their difficulties in listening to their own supposed low ability in the skill and to the difficulty of the texts set, with little awareness shown regarding the role played by ineffective listening strategies or skill application. To overcome them, various techniques which help learners to utilize effective strategies to confront problems of listening comprehension are discussed and the pedagogic implications are stated.