This paper critically examines research in the field of cognitive and metacognitive strategies in teaching/learning reading and listening in the English language. In the FEL context, a thorough review of previous major studies has been conducted to determine the extent to which English learners benefit from reading and listening via using the said strategies. The results confirm the effectiveness of cognitive and metacognitive strategies in teaching/learning reading and listening skills and it is recommended that the educational policymakers include them in designing future pedagogical EFL programs.