Task-based Use of Phonemic Transcription in Pronunciation Learning: An Application of Meta-cognitive Strategies to SLL Andisheh Saniei 1 Most of the literature on pronunciation teaching deals with what and how to teach, ignoring the need for developing a student-centered model whereby the learners are able to self- monitor and self-evaluate. To be empowered with such meta-cognitive strategies, students must be aware of the phonological features and the way they are used for pronouncing different words (phonemic transcription). To this end, the researcher applied an information- gap task which allowed learners to practice both listening discrimination and spoken production through transcribing the sounds of intended words. Sixty EFL students of Islamic Azad University participated in this study. They were selected according to their performance on a language proficiency test and a reading-aloud test of pronunciation respectively, next they were randomly assigned to two groups as control and experimental. During the treatment period, both groups were instructed how to apply phonemic features in the production of different words. However, the experimental group was provided with some information-gap exercises that helped them monitor and evaluate their own process of learning. The same reading-aloud pretest of pronunciation was administered as the posttest, and the obtained scores were subject to a t-test. Data-analysis revealed a significant difference between the achievements of two groups. This led to support the effective role of task-based instruction of phonological features in helping students to achieve a better pronunciation through empowering them with meta-cognitive strategies. 1 - Islamic Azad University Roudehen Branch