Speaking Metacognitive Strategies in Classroom Practice: Senior High School Students' Experiences

Abstract

This study aims to investigate the stages of metacognitive strategies most frequently used by high school students in learning English speaking skills, as well as the factors that influence their use. This study employs a qualitative case study design supported by descriptive quantitative data. This study used a 1–5-point Likert scale questionnaire adapted from SILL and SCICASA to provide an initial descriptive overview, while in-depth interviews with 15 selected students served as the primary data. The findings indicate that all metacognitive stages are frequently used. The evaluation stage was the most dominant (M = 3.81), driven by students’ learning awareness and feedback from teachers. This stage was closely followed by the planning stage (M = 3.79), which was influenced by students’ desire to prepare materials and their motivation to achieve good grades. The monitoring stage was the least frequently used (M = 3.65) due to anxiety about real-time communication and fear of pronunciation errors. As a practical implication for spoken language teachers, integrating structured metacognitive support into classroom instruction, such as providing pre-speaking planning activities, guided reflection sheets, and targeted positive feedback, can effectively help students manage anxiety and improve their speaking skills.