This study investigated the relationship between metacognitive awareness and test-taking strategies used by Iranian learners studying English as a foreign language (EFL). It also investigated the possible effects of participants’ test-taking strategies and metacognitive awareness on their language test performance. 79 Iranian EFL learners studying English as a foreign language participated in this study. They were at intermediate level and included both male and female learners. All participants were asked to complete a metacognitive awareness inventory and a test-taking strategies questionnaire. The participants were divided into three groups (low, average, and high) based on test-taking strategy use score and the score of metacognitive awareness. The achievement of learners was investigated through their performance on final exam. Findings showed that a) learners’ metacognitive awareness and test- taking strategy use significantly affected their test performance and their final achievement score; besides, b) there was a significant correlation between metacognitive awareness and test-taking strategy used by learners during their exam. The results of this study emphasized the importance of metacognitive awareness and test-taking strategy use in learning process and learners’ performance. Learners can improve their performance by being metacognitively aware of their learning and using strategies in language tests.

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