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Listening and reading are two receptive skills in language learning and language use . Although their modalities differ , listening and reading share a number of cognitive processes required for language comprehension this has resulted in some commonalities in research emphases for the two skills . One such focus is the role of metacognition in self-regulated learning and comprehension performance . In this article theory postulated for metacognition and its manifestation in listening and reading are discussed . The article also reviews selected studies conducted in two important dimensions of metacognition , namely metacognitive knowledge and strategy use , and the impact that metacognitive instruction has on listening and reading comprehension performance . Results from the review for each skill are synthesised and compared in order to draw insights into the processes of learning to listen and read in another language . Based on this comparative review , the authors offer suggestions for enhancing process-based instructional practices in the language classroom and identify possible directions for future research into the role of metacognition in listening and reading specifically as well as second language comprehension as a whole .