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This article reports the findings of an investigation into the perceptions of EFL learners regarding video input used in a listening test and the strategies they employed during the comprehension process. Content videos composed of TV commercial messages (TVCMs) and public service announcements (PSAs) were used as the listening texts and question preview, along with repeated input, were embedded in the test design. Forty-three EFL learners took the test and expressed their opinions about it via questionnaire. Twenty students were then purposively selected for retrospective interviews. Their perceptions of the video input and their strategy use while comprehending the video were examined. Results showed students' positive comments on the video texts and suggested that the test tasks provided opportunities for students to apply metacognitive strategies, such as advance organization, directed attention, selective attention, comprehension monitoring, and double-check monitoring, to enhance their comprehension. The study illustrates the potential of using TVCMs, PSAs, and test tasks that can facilitate the use of metacognitive strategies in a video listening test for low-intermediate or intermediate EFL learners. The implications of the findings regarding listening assessment and pedagogy in the EFL classroom context are discussed.



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