Enhancing The Speaking Skill Using Metacognitive Strategy
A Case Study on a Private University in North Maluku
Abstract
This paper reports a qualitative case study which aims to investigate the use of metacognitive strategy in developing the autonomous students’ speaking skill which is based on the participants' metacognitive awareness and kind of metacognitive strategy use. There were 6 autonomous learners who are considered as high-achiever students which took part as the participants through purposive sampling. The in-depth interview based on the Strategy Inventory for Language Learning (SILL) was chosen in order to grasps the data regarding their speaking learning using metacognitive strategies which then analyzed using thematic analysis. The findings revealed that most of the High-Achiever students were having difficulties in their speaking learning as they were just started to study proper English when they decided to attend the university. Thus, to allow them in make the best use of their metacognitive strategy, they applied cognitive knowledge strategies and socio-affective strategies in dealing with their metacognitive processes such planning, monitoring and evaluation in their speaking learning. Moreover, in developing their metacognitive awareness, the participants were found affected to two factors; Self-appraisal and self-management.
Downloads
References
Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1995). Communicative competence: A pedagogically motivated model with content specifications. Issues in Applied linguistics, 6(2), 5-35.
Chamot, A. U., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign language annals, 22(1), 13-22.
Chamot, A. U., & Robbins, J. (2005, April). The CALLA Model: Strategies for ELL student success. In Workshop for Region (Vol. 10).
Clarke, V., & Braun, V. (2014). Thematic analysis. In Encyclopedia of critical psychology (pp. 1947-1952). Springer New York.
Creswell, J. W. (2013). Qualitative Inquiry and Research design, Choosing Among Five Approaches. 3rd Edition. Sage publications.
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Dörnyei, Z., & Thurrell, S. (1991). Strategic competence and how to teach it
Hamilton, L., & Corbett-Whittier, C. (2012). Using case study in education research. Sage.
Hymes, D.H. (1972) On Communicative Competence In: J.B. Pride and J. Holmes (eds) Sociolinguistics. Selected Readings. Harmondsworth: Penguin, pp. 269-293
Intisar Magboul, E., & Anandhavalli, M. (2015). An effective contribution of social media networks in foreign language learning case study: Community diploma college, King Khalid University, KSA. International Journal of Emerging Technology and Advanced Engineering, 5(1), 438-442.f
O'malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge university press.
Oxford, R. L. (Ed.). (2003). Language learning styles and strategies. Mouton de Gruyter.
Paris, S. G., & Winograd, P. (1990). Promoting metacognition and motivation of exceptional children. Remedial and special Education, 11(6), 7-15.
Raoofi, S., Chan, S. H., Mukundan, J., & Rashid, S. M. (2013). Metacognition and second/foreign language learning. English Language Teaching, 7(1), 36
Rivers, W. P. (2001). Autonomy at All Costs: An Ethnography of Metacognitive SelfAssessment and Self‐Management among Experienced Language Learners. The modern language journal, 85(2), 279-290.
Stewner-Manzanares, G. (1985). Learning Strategies in English as a Second Language Instruction: A Teacher's Guide.
Torky, S. A. E. (2006). The Effectiveness of a Task-Based Instruction Program in Developing the English Language Speaking Skills of Secondary Stage Students. Online Submission.
van Velzen, J. (2016). Metacognitive Knowledge in Theory. In Metacognitive Learning (pp. 13-25). Springer International Publishing.
Wei, C. (2008). Developing Laerners’ Autonomy through Metacognitive Awareness Training in ELT. CELEA Journal (Bimonthly), 31(4), 110-120.
Xu, W. (2012). A Survey on Metacognitive Strategy Use in College Oral English Study under Internet Environment-With a Case Study of Guilin University of Technology. Theory and Practice in Language Studies, 2(7), 1430.
Copyright (c) 2019 Ismit Karim
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Langua Journal of Linguistics, Literature, and Language Education agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in Langua.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Langua.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
