This pilot study examines the role of   metacognitive awareness as a motivational strategy in second language learning.  The paper begins by exploring metacognitive strategies within the general language learning strategy framework, and then zooming in upon “interest enhancement” as a particular strategy that influences motivation and self-confidence.  In essence, this study is embedded in the paradigm of action classroom research and was initiated in response to a particular problem found among intermediate learners in an intensive English-for-Academic Purposes program.  Pre- and Post- Intervention interviews were carried out with the course instructor to define the problem and later to gather information on her perspective as to the intervention’s outcome.  During the Pre-intervention interview with the instructor, it was discovered that learners were unresponsive to their instructors’ techniques for test review because they did not see the value of it beyond the scope of the test.  To mitigate this problem, the instructor implemented the following two changes during her review sessions with the intent to increase metacognitive interest enhancement: 1) The provision of positive, overt oral feedback was provided for both correct and incorrect responses during the review; and 2) The provision of continual reinforcement of the out-of-class importance of the language and concepts under discussion .   Fourteen students (eleven Saudi Arabian, one Japanese, one Chinese, and one Rwandan) participated in the modified review session and were then asked to respond to a likert-type survey consisting of twelve questions that targeted interest enhancement on the following five sub-topics:  1) Understanding of the assignment; 2) Level of enjoyment; 3) Goals; 4) Classroom atmosphere; and 5) Feedback.  Results from the survey demonstrated an increase in participants’ self-reported levels of interest enhancement after the instructor’s modifications.  The paper will conclude with specific qualitative comments taken from the instructor’s post-intervention interview that suggest that the students’ motivation increased as a result of metacognitive interest enhancement techniques.