| Sumario: | Background: Recent years have witnessed a surge of technology use and online learning environments, especially during the post‐COVID era. The widespread use of technology has sparked a sudden transition from conventional face‐to‐face learning to online digital‐based learning platforms, such as Adobe Connect. Although EFL teachers have implemented listening strategy instruction, such as online metacognitive intervention, to improve EFL learners' listening comprehension, it proved ineffective in certain EFL contexts. Objectives: Therefore, the present quasi‐experimental study probed into the effectiveness of an online hybrid intervention using the Adobe Connect Platform combined with a game‐based learning environment on the listening comprehension and foreign language listening anxiety of a group of Iranian intermediate EFL learners. Methods: To this end, Nelson tests were distributed among 122 volunteered all‐male Iranian EFL learners from four intact online EFL classes, and 83 Iranian EFL learners were identified and distributed across four groups: EG1 (n = 19); EG2 (n = 21); EG3 (n = 20); and CG (n = 23). The experimental groups received listening strategy instruction in the form of WM only, MI only, and both WM and MI, while the control group underwent the conventional listening instruction. Results: Results revealed that the proposed hybrid intervention could significantly improve the participants' listening comprehension and reduce their foreign language listening anxiety. Conclusions: Consequently, while the proposed online game‐based hybrid intervention was successful in both cases, the MI intervention was particularly effective in terms of improving the listening comprehension, while the WM training was particularly effective in terms of alleviating the foreign language listening anxiety. Implications and directions for future research are also provided at the end.
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