This study aimed to investigate the relationship between, foreign language causal attributions, metacognitive self-regulation and speaking performance of Iranian EFL learners. To this end, 202 intermediate EFL students, studying English at private language teaching institutes in Hamedan, Khoozestan, and Golestan provinces were selected based on the conveniencesampling procedure. In this study, two validated questionnaires including: Causal Dimension Scale II (CDS II) (McAuley, Duncan, & Russell, 1992) and Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, Garcia & McKeachie, 1991) were utilized. Moreover, the interview section of IELTS Test was also used to measure speaking ability of the learners. The result of the study showed that successful and unsuccessful EFL learners attributed their success and failures in L2 speaking performance mainly to internal factors. It was also found meta-cognitive self-regulation was a stronger predictor of L2 speaking performance of Iranian EFL learners. The findings of this study are hoped to suggest a number of implications for EFL teachers and learners, syllabus designers, and parents.
