The present study scrutinized Iranian EFL learners’ mode of learning (distance vs. conventional) as a probable source of bias in employing cognitive and metacognitive reading comprehension strategies. To this end, a total of 514 Iranian distance and conventional EFL learners were asked to take a 30-item multiple-choice reading comprehension test along with a reading strategies scale. Next, Rasch model-based Differential Item Functioning (DIF) analysis was employed to analyze the data. The results of a Rasch analysis showed that the reading strategies scale functioned in the same way for the distance and conventional learners and there was no significant difference between the cognitive and metacognitive strategies used by Iranian EFL distance and conventional learners. Thus, it was concluded that the learning mode did not provoke any bias in the application of reading strategies among Iranian EFL learners. The ascending order of the cognitive and metacognitive strategies used by Iranian EFL learners was comprehending, memory, retrieval and planning, evaluation, monitoring, respectively. In the end, the findings were discussed and implications were provided.

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