This study aimed to investigate the relationship between LISTENING assessment task types, time on task, and the use of LISTENING strategy by Iranian EFL learners. For this purpose, a group of 44 Iranian EFL students (Males and Females, 14 to 25 years old) selected through convenience sampling from an English language institute in Sanandaj participated in this study. Then, they were randomly assigned into four experimental groups. In one group, note-taking was considered the LISTENING assessment task, while in the second group oral reproduction was specified as the assessment task for assessing LISTENING comprehension. After that, each group was further subdivided randomly into a shorter time-on-task group (20 minutes) and a longer time-on-task group (40 minutes). Next, all groups completed Vandergrift, Goh, Mareschal, and Tafaghodtari’s (2006) Meta-cognitive Awareness LISTENING Strategy Questionnaire. A two-way ANOVA was run to examine the effects of both LISTENING assessment task type and time on task on LISTENING strategy use among the four groups. The results revealed that the students in the oral reproduction task with high time on task group significantly showed higher preferences for choosing Planning-Evaluation, Mental Translation, and Problem-Solving strategies and those in the note-taking with low time on task group preferred the Directed-Attention strategy, while those in the note-taking with high time on task group preferred Person-Knowledge strategy.