This article reports on an investigation into the relationship of learners' use of metacognitive strategies to the EFL reading in test situation and non-test situation.The results suggested that(1) the use of metacognitive strategies had a positive relationship to the reading test performance;and(2) successful test-takers reported significantly higher metacognitive strategy use than unsuccessful ones in the test situation and non-test situation;(3) When the same strategies were used,successful test-takers reported significantly higher metacognitive strategy use than unsuccessful ones in the test situation and non-test situation.
