scholarly journals THE IMPLEMENTATION OF METACOGNITIVE STRATEGY TRAINING TO ENHANCE EFL STUDENTS ORAL PRESENTATION SKILL

2020 ◽  
Vol 5 (1) ◽  
pp. 32-40
Author(s):  
Christina Innocenti Tumiar Panggabean ◽  
Risa Triassanti
Keyword(s):  
Oral Presentation ◽  
Video Recording ◽  
Strategy Instruction ◽  
Metacognitive Strategies ◽  
Strategy Training ◽  
Metacognitive Strategy ◽  
Metacognitive Strategy Instruction ◽  
Efl Students ◽  
Metacognitive Strategy Training ◽  
Presentation Skill

Doing oral presentation has been a common classroom activity for university students including EFL students for almost any subject they are taking, but the writer found that students still had problems with their presentation and could not do their presentation effectively. In order to do the task successfully, students need metacognitive skill because they need to think about the task, plan for the task, monitor the task, and evaluate how well they have done the task. To reach this purpose, teachers need to facilitate the process through strategy instruction, especially metacognitive strategy instruction. By applying metacognitive strategies, students will be more aware of the importance of their active role in their learning. This paper is intended to present metacognitive strategy instruction adopting Oxford’ metacognitive strategies to enhance EFL students’ oral presentation skill in their speaking class and the students’ responses toward the strategy instruction. Based on the analysis of the students’ performance, video recording,  teacher evaluation, self evaluation, peer evaluation, and written reflection, they have done their oral presentation better, and they had positive responses toward metacognitive instruction and became more aware of themselves as learners who are responsible for their success.   Keywords: EFL students, Oral presentation skill, metacognitive strategy training  

scholarly journals The Impact of Metacognitive Strategy Training on Comprehension Monitoring among Moroccan EFL University Learners

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Mohammed Msaddek
Keyword(s):  
Reading Comprehension ◽  
Strategy Instruction ◽  
Self Report ◽  
Strategy Training ◽  
Metacognitive Strategy ◽  
Control Group ◽  
First Semester ◽  
Post Test ◽  
Metacognitive Strategy Training ◽  
The Impact

This experimental study is intended to uncover how the meaning-checking procedure is conducted by Moroccan English as a foreign language (EFL) learners and explore the perceived impact of metacognitive strategy instruction on the way they monitor their comprehension act in textual processing. Predicated on a pre-post-test design, the study is a manifestation of the extent to which the learners’ monitoring behaviour during the reading process can be subject to utter improvement through the conduct of an instructional intervention. To investigate this issue at length and provide plausible, pertinent evidence, a sample of 113 of Moroccan first-semester students majoring in English Studies were targeted. The data were elicited through the usage of such research instruments as reading comprehension texts (i.e., narrative, expository), ‘self-report questionnaire’ and reading comprehension tests (i.e., pre-test, post-test). The findings evinced that, owing to strategy instruction, the comprehension-checking behavior among the experimental group (n=63) significantly improved at post-test compared to the control group (n=50). Finally, some practical implications are brought forward and a few limitations confronting the study under focus are cited.

scholarly journals The Effect of Cognitive and Metacognitive Strategy Training on Intermediate Iranian EFL learners’ Willingness to Communicate

2017 ◽  
Vol 7 (1) ◽  
pp. 193 ◽  
Author(s):  
Maryam Farzam
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Strategy Instruction ◽  
Cognitive Strategy ◽  
Willingness To Communicate ◽  
Strategy Training ◽  
Metacognitive Strategy ◽  
Control Group ◽  
Efl Learners ◽  
Metacognitive Strategy Training

The present study aimed at exploring the effects of cognitive and metacognitive strategy training on the WTC of Iranian EFL learners. The participants of the study included 90 Iranian EFL learners at the intermediate level of English language proficiency. They were divided into three groups based on their performance on a general proficiency test. One group received cognitive strategy instruction, another metacognitive strategy instruction and the last one served as the control group. The participants were also tested before and after the treatment in terms of WTC. The results of statistical analysis showed that both cognitive and metacognitive strategy training had a positive effect on the WTC of Iranian EFL learners. It was also revealed that metacognitive and cognitive strategy training had similar effects on the WTC of the participants. 

scholarly journals The Effects Of Metacognitive Strategy Instruction On EFL Thai Students Reading Comprehension Ability

2011 ◽  
Vol 8 (5) ◽  
pp. 31-40 ◽  
Author(s):  
Saovapa Wichadee
Keyword(s):  
Strategy Instruction ◽  
Private University ◽  
Structured Interview ◽  
Reading Performance ◽  
Strategy Training ◽  
Metacognitive Strategy ◽  
Metacognitive Strategy Instruction ◽  
Thai Students ◽  
Comprehension Ability ◽  
Based Instruction

This study examined the effectiveness of explicit instruction of metacognitive strategies over a 14-week semester with a group of 40 EFL learners at a private university in Thailand. A metacognitive questionnaire and a reading test were administered at the beginning and at the end of the course to find the changes in both the questionnaire responses and test scores. The data obtained were analyzed by using mean, standard deviation, and paired sample t-tests. Qualitative data from a semi-structured interview were also analyzed to explore students views on the strategy-based instruction. It was found that after the instruction, the reading score and metacognitive strategy use of the three groups namely: high, moderate, low were significantly higher than those before the instruction at the .05 level. In addition, different types of learners exhibited different responses to the strategy instruction. This studys findings contribute to a better understanding of strategy instruction and support the belief that strategy training should be conducted to enhance reading performance of the learners.

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