Investigating Iranian Test-takers’ Cognitive and Metacognitive Strategy Use: IELTS Reading Section in Focus

This study reports an investigation of Iranian test-takers’ use of cognitive and metacognitive strategies while performing on IELTS reading tests. Specifically, the study set out to investigate: a) the relationship between Iranian test-takers’ use of cognitive and metacognitive strategies and their L2 reading test performance on the reading section of the IELTS test; and b) the role gender might play in Iranian test-takers’ use of cognitive and metacognitive strategies. 60 adult Iranian EFL learners who had recently completed an IELTS preparation course took a sample IELTS test, followed by a cognitive and metacognitive questionnaire on how they thought while completing the reading section. Pearson correlation and independentsamples t-test were run to analyze the data. The results suggested that there was a strong positive correlation between Iranian test-takers’ use of cognitive and metacognitive strategies and their performance on the reading section of the IELTS test. It was also found that there was no significant difference in strategy use between male and female Iranian test-takers. Discussion of the findings and implications for further research are articulated.