The Role of Metacognitive Strategies in Class and out of Class Language Use among Iranian EFL Learners

The present paper investigates the metacognitive strategies by considering language use both in and outside the classroom . The participants were ۷۵ students in advanced level of EFL classes in an institute. A questionnaire was given to them to check their use of metacognitive strategies, namely selective attention, organizational planning and self-management. The t-tests for listening and speaking t = ۳.۱۳ and for reading and writing t=۲.۹ (p < .۰۰۷) showed a significant difference on the use of metacognitive strategies. The analysis of the data revealed more use of the metacognitive strategies for speaking and listening when both were undertaken out-of-class. Participants reported a significantly higher preference for selective attention, organizational planning than for self-management in and outside class while learning to listen and speak.

Keywords:

Language learning Strategies , Metacognitive Strategies , Learning Contexts