The aim of the present study was to examine whether Metacognitive Intervention (MI) had any significant effect on English as a Foreign Language (EFL) learners’ Working Memory (WM) and if gender had any effect on it. The findings indicated that there was a significant effect on EFL learners’ working memory in listening comprehension after they received MI in L1. It was also found that gender had a significant effect on the EFL learners’ working memory and listening comprehension when they receive MI in L1. The findings might contribute to assist language instructors to adopt strategy-based approaches to teaching listening. Furthermore, curriculum designers and ELT policymakers might consider metacognitive intervention as an effective teaching approach and add it to EFL learners’ curriculum.
