The present study aims to investigate the relationship between listening metacognitive awareness and listening anxiety with relation to the ambiguity tolerance in foreign language teaching. Participants included 374 participants studying at the School of Foreign Languages from three different universities in Turkey. With sequential explanatory research design, the data were collected through three scales: metacognitive awareness listening questionnaire, foreign language listening anxiety and second language tolerance of ambiguity and semi-structured interviews with 16 students. Results showed that there was (1) a significant negative correlation between ambiguity tolerance and listening anxiety, (2) a significant negative correlation between ambiguity tolerance and metacognitive awareness, (3) no significant correlation between metacognitive awareness and listening anxiety, (4) the moderator effect of ambiguity tolerance in the relationship between listening metacognitive awareness and listening anxiety in the Turkish EFL context.