Metacognitive Strategies and Perceived Factors Affecting the Speaking Performance of ESL Learners

Abstract

This study aimed to identify the metacognitive strategies that ESL learners use when performing speaking activities. It further investigated the relationship between their speaking performance and other perceived factors that effect it. Using descriptive research design, the specific dominant strategies that are often used by learners under planning, monitoring and evaluating, were investigated. The findings showed substantial result on thought-process as the dominant metacognitive strategies the ESL learners employ when involved in speaking activities. Moreover, the findings revealed that ESL learners rarely connect with their prior knowledge or their circumstances when comprehending the topics, they discuss about. In terms of correlation between students’ speaking performance and perceived factors that influence their speaking performance, significant relationships are established along level of exposure to social media, listening ability, communication anxiety, knowledge of English vocabulary, mastery of grammar rules, exposure to speaking activities in and outside the classroom, exposure to English language, amount of time needed to prepare and perform in a speaking task, and topical knowledge. Meanwhile, the only factor that does not have positive correlation with the speaking performance of the respondents is speech impediments. These findings are expected to provide pedagogical implications for metacognitive instruction in ESL speaking classrooms from the perspectives of ESL learners