Learner agency plays a central role in self-regulated learning in English as a Foreign Language (EFL) contexts and technology can strengthen it by providing flexible, interactive, and learner-centered learning opportunities. Listening comprehension, because of its reliance on simultaneous cognitive processing and strategic awareness, offers an appropriate context for examining this relationship. The present study employed a quasi-experimental design supplemented by qualitative inquiry to investigate the effect of Technology-Assisted Learner Agency (TALA) on listening comprehension and metacognitive awareness. A total of 44 intermediate-level EFL learners, aged 14–17, were assigned to three groups: the TALA group, which engaged in self-directed listening through YouTube and language-learning websites; the controlled technology-use group, which participated in teacher-guided technology-based listening activities; and the textbook-based control group, which received conventional instruction. Data were collected through listening comprehension pretests and posttests, the Metacognitive Awareness Listening Questionnaire (MALQ), and semi-structured interviews. The findings revealed that both technology-supported groups significantly outperformed the control group in listening comprehension, with the TALA group demonstrating the greatest improvement. Furthermore, learners in the TALA group reported higher levels of metacognitive awareness, particularly in planning, directed attention, and problem-solving. These findings highlight the value of combining digital technologies with learner autonomy to promote strategic listening, improve comprehension outcomes, and foster greater learner agency in EFL instruction.