There has been growing interest in the intersection of language learning and metacognition. A considerable body of research now indicates that understanding one's own language abilities and knowing effective learning strategies is crucial for language learning success. In fact, metacognitive awareness of EFL learning strategies enables learners to monitor, control, and enhance their learning processes. Conversely, a lack of such awareness poses significant obstacles to the learning process. To address this gap, this study strives to explore the nexus between EFL university students’ listening proficiency in English and their metacognitive awareness of listening strategies. Data was gathered from 94 third-year university students majoring in English studies at a school of Arts and Humanities in Meknes. Analysis of the data involved Pearson product-moment correlation and Simple Linear Regression techniques. The results revealed that there is no correlation between students’ English listening comprehension and their listening metacognitive awareness. This was reflected in the fact that the r-value equaled -0.04, which is very close to zero.  These findings contribute significantly to both theoretical understanding and practical application in the field of metacognition and language learning. They also offer valuable insights and recommendations for language educators, curriculum developers, English studies departments in higher education, and future research directions.