According to O'Malley and Chamot (1990) and Oxford (1990), From among different learning strategies, metacognitive ones help learners to become more self-directed and encourage learner autonomy. Recent developments in the domain of language teaching have led to changes in pronunciation pedagogy as well. The present study aimed at investigating the possible relationship between the use of metacognitive strategies and pronunciation of Iranian EFL learners. For this purpose, a Preliminary English Test (PET) was used to homogenize the participants of the study. After gathering the students’ scores in Pronunciation Test and Questionnaire, their descriptive statistics and correlation were calculated through Pearson Correlation. The correlation between pronunciation test and questionnaire was significant. Therefore, it has been revealed that there was a significant relationship between questionnaire and pronunciation scores of the participants. Thus, the learners who were aware of metacognitive strategies and use them beside cognitive ones in pronouncing words, have better, more easily understandable and native-like pronunciation. In other words, the more metacognitive strategies learners study, learn and utilize, the better pronunciation they have. The result of this study can be useful for both EFL and ESL learners and teachers. The EFL or ESL learners who want to have a correct, fluent and native-like pronunciation should learn and utilize the metacognitive strategies beside the cognitive strategies.
