Listening is the rudimentary skill amongst the four in language learning. There has been a growth in utilizing metacognitive strategy instruction to expedite the processes of listening comprehension. Most previous studies reveal that the metacognitive strategy instruction is more rewarding for less-skilled L2 listeners than their counterparts. Further, there has been a consensus among researchers that moreskilled L2 listeners have reached a threshold point, and passing this point entails more diligent efforts. Thus, the degree of improvement in post-test results might not be signifcant. Therefore, in this study, Fuzzy logic approach was applied as a remedial procedure for data analysis to fnd out which group would beneft more from metacognitive strategy instruction. Forty Iranian students were selected including a more-skilled group (n=20) and a less-skilled group (n=20) and were all between 20 and 30 years old. A quantitative approach was used to address the research questions. In doing so, repeated measure quasi-experimental design was utilized since assignment and selection of participants were based on participants’ Oxford Placement Test (OPT) performances and not randomized. Data were analyzed through a Fuzzy logic approach, and the result as opposed to most previous studies indicated that more-skilled L2 listeners benefted more than less-skilled L2 listeners from the metacognitive strategy instruction
