This paper attempts to ascertain the interaction effect of meta-cognitive language learning strategies-based instruction in English and hemisphericity on students’ social self- concept. For this purpose, an intervention programme based on meta-cognitive language learning strategies of about 32 hours was developed for students of standard eighth spreading over ten weeks. The aim of the research was to ascertain whether meta-cognitive language learning strategies instruction has any effect on social self-concept of students. Structured tools were used in the study. The participants of the study included 52 and 48 students in the experimental and control groups respectively. The effect size of intervention and hemisphericity, both on social self-concept of students was found to be 0.8 respectively, which is highest in magnitude.