Vida Yousefian - Department of English language, Falavarjan Branch, Islamic Azad University, Esfahan, Iran

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.

Language learning Strategies, Metacognitive Strategies, Learning Contexts