This study examined the impact of process-based listening strategy instruction on Iraqi EFL learners' listening comprehension and their metacognitive awareness of listening strategies. The study also investigated the differences in all of the five factors of the "Metacognitive Awareness of Listening Questionnaire" (MALQ) offered by Vandergrift et al. (2006). The study was a quasi-experimental with a pretest-posttest design using intact classes. The participants were 60 sophomore EFL learners in Iraq came from two intact classes. One intact class was assigned as the intervention (n=30) and the other as the control group (n=30). The intervention group received a process-based listening strategy instruction based on Siegel's (2015) model. The control group received the conventional teaching of listening without any strategy training. Both groups completed the listening section of the Preliminary English Test (PET) and the (MALQ) at the beginning and the end of the study. Results indicated that listening strategy instruction had generally a positive impact on learners' listening comprehension and metacognitive awareness of strategy use. More specifically, the intervention group outperformed the control group on the listening proficiency post-test and the MALQ. The examination of the MALQ factors showed significant increases in problem-solving, mental translation, and planning-evaluation strategies but decreases in directed attention and person knowledge for the intervention group. The findings suggest a positive effect of explicit instruction of listening strategies on listening comprehension.