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Abstract-The present study aimed to investigate the effect of metatalk activity on Iranian Intermediate EFL Learners' Knowledge of Tense. 60 intermediate institute learners took part in this experiment. They were randomly chosen from among a population of intermediate via an PET test score of at least on standard deviation below the mean. They were then randomly assigned into two experimental and control groups of 30. A pretest of English grammar was administered to both groups, then they were taught grammatical tenses for 8 sessions but with different methodologies: the experimental group was treated with metatalk activity while the control group received traditional method. A posttest of grammar was then administered to both groups. The data of the study were analyzed using the independent samples t-test and correlation coefficient. The results demonstrated that Iranian EFL learners in the experimental group received higher knowledge of tense score after being treated with metatalk activity for 8 sessions.