Enhancing students english oral communication performance through metacognitive strategy training a mixed methods study

INTRODUCTION

Background to the study

English is spoken by at least a quarter of the global population, making it a vital tool for articulating ideas and expressing thoughts and opinions Its significance in communication is heightened in today's integration trend, where English oral skills are essential for academic success and career advancement.

Effective oral communication in English is a key focus of various language teaching approaches aimed at fostering independent proficiency among learners Despite this, many students struggle to express themselves verbally in the classroom, as noted by Leong & Ahmadi (2017) A significant barrier to successful English oral communication is the absence of effective learning strategies.

Learning strategies are not innate and require specific instruction for students to develop effective oral communication skills Without adequate training in these strategies, students struggle to communicate effectively A key method to enhance this strategic learning is through the instruction of metacognitive strategies, which are essential for language learners.

Metacognitive strategy training has gained significant academic interest in recent years due to its focus on effective strategies across various fields This approach is particularly beneficial for improving students' oral communication skills, making it an essential component of educational practices.

Reasons of the study/ statement of the problem

Recent studies have demonstrated the effectiveness of metacognitive strategy training in enhancing English oral communication skills (Farzam, 2018; Panggabean & Triassanti, 2018; Jaramillo, 2021) These findings highlight the numerous benefits students experience from such training, underscoring its significance in improving learning outcomes.

Metacognitive strategy training enhances learners' ability to regulate their learning by employing higher-order strategies that involve planning, monitoring, and evaluating their progress (Cohen, 2011) Key strategies include setting clear intentions, developing effective plans, continuously monitoring oral communication performance, recognizing personal strengths and weaknesses, and identifying solutions to challenges faced (Donna and Marcus, 2016).

Critical thinking is closely linked to metacognition, as highlighted in research by Flavell (1979) A critical thinker diligently verifies the accuracy of their reasoning (Lau, 2015) Implementing metacognitive strategy training enhances students' self-awareness regarding their thought processes, thereby improving their ability to critically evaluate the information they present.

Teaching language should emphasize both content and learning strategies, as highlighted by Nunan (1999) In the age of advanced technology, such as AI and ChatGPT, the focus shifts from merely expressing ideas to mastering the art of communication This approach encourages students to think independently, organize their thoughts effectively, and develop meaningful expressions, regardless of whether they initially have ideas to convey.

Despite the numerous advantages of metacognitive strategy training, both teachers and students struggle to fully leverage these benefits According to Pham (2020), while many Vietnamese students excel in grammar and vocabulary, they often lack proficiency in oral communication skills This deficiency is evident in English oral presentations, which are common among students, including those learning English as a Foreign Language (EFL) The primary reason for this gap is a lack of awareness regarding effective learning strategies.

Research on the relationship between metacognitive strategy training and English oral communication performance in Vietnam is scarce Although there is a theoretical basis suggesting a positive correlation between these two elements, the limited studies available present a significant challenge for researchers seeking to explore the application of metacognitive strategies in enhancing oral communication skills in the Vietnamese context.

In Vietnam, metacognitive strategies have not been sufficiently emphasized, despite their significance in global scientific research Existing studies on metacognitive strategies in reading primarily focus on learners' awareness, neglecting their application in oral communication.

This study aims to evaluate the effectiveness of metacognitive strategy training on English oral communication, focusing on its application within the Vietnamese context By exploring this innovative intervention, the research addresses potential shortcomings of the training and may provide valuable insights for future studies in Vietnam to adopt similar methodologies Therefore, conducting this study is essential for advancing communication skills in the region.

Aims of the study

This study explored the impact of metacognitive strategy training on improving students' oral communication skills in English Additionally, it aimed to assess students' attitudes towards the application of these metacognitive strategies in enhancing their oral performance.

With the above-mentioned aims of the study, the following research questions were raised:

1 To what extent does metacognitive strategy training enhance students’ English oral communication performance?

2 What are students’ attitudes toward the procedures of metacognitive strategy training to enhance students’ English oral communication performance?

The effect of metacognitive strategy training is investigated through instruments Therefore, a hypothesis was raised from the first research question:

Ho : There is no statistically significant difference of metacognitive strategy training on students’ English oral communication performance.

Significance of the study

This study aims to improve Vietnamese students' English oral communication skills through metacognitive strategy training, offering valuable insights into effective learning strategies for mastering English speaking.

The study aims to enhance English oral communication teaching strategies, serving as a valuable reference for educators in practical classes It empowers students through metacognitive strategy training, fostering independent learning by enabling them to effectively plan, monitor, and evaluate their English oral communication skills.

This study highlights a significant gap in current research concerning metacognitive strategy training and its impact on English oral communication performance The findings may provide valuable insights for ongoing studies and serve as a reference for future research in this area.

Scope of the study

The researcher investigates the impact of metacognitive strategy training on improving students' English oral communication skills during a TOEIC course in Ho Chi Minh City The study involved 60 pre-intermediate English students across two classes over a twelve-week period A placement test was administered at the course's outset to ensure the homogeneity of participants, validating the research's focus on assessing the effectiveness of metacognitive strategy training in enhancing oral communication performance.

Organization of the study

The thesis comprises five chapters, beginning with Chapter 1, which outlines the study's background, identifies the research gap, and details its aims, significance, and organization Chapter 2 reviews pertinent literature on oral communication performance, metacognitive strategy training, and the study's conceptual framework In Chapter 3, the methodology is justified, covering research questions, design, sites, sampling procedures, instruments, and considerations of reliability and validity Chapter 4 focuses on data analysis and discusses the study's findings Finally, Chapter 5 summarizes the conclusions, highlights pedagogical implications, and offers suggestions and recommendations for future research.

LITERATURE REVIEW

English Oral Communication performance

English oral communication performance involves understanding its definition, the key components that contribute to effective communication, and the criteria used for assessing oral skills.

2.1.1 The definition of oral communication performance

Communication is a dynamic interactive process essential for effectively transmitting facts, thoughts, ideas, feelings, and values (Rahman, 2010) According to Halliday (1978), this process plays a crucial role in how individuals share and understand information.

Effective communication transcends simple word exchange, encompassing a deeper understanding between speakers Derived from the Latin term "oralis," meaning "mouth," oral communication fundamentally involves the ability to convey and comprehend meanings among individuals According to O'Maley & Valdez (1996), this skill necessitates that presenters not only know what to say but also how to articulate their messages appropriately in various contexts (Rahman, 2010) Ultimately, oral communication serves as a vital method for sharing information and ideas through spoken language.

"Performance," as defined by Oxford Languages, refers to the action or process of executing a task or function Barman (2014) describes it as the transformation of linguistic theory into everyday speech, while Brown (2004) emphasizes that performance involves the actual production or comprehension of linguistic events This study highlights the significance of "performance" as a means of assessing linguistic production.

This article offers a concise definition of oral communication performance, giving readers a comprehensive overview of its role in the research study Additionally, it aids the researcher in maintaining focus throughout the investigation, ensuring that the study remains on track and relevant.

Effective English oral communication hinges on the concept of communicative competence, which plays a crucial role in both teaching and assessment (Celce-Murcia et al., 1995) Hapsari (2019) suggests that this competence represents a key objective in second language education, encompassing language learning and evaluation in the 21st century.

Numerous studies have attempted to define communicative competence, for example, Chomsky (1965), Hymes (1971), Canale and Swain (1980), Canale (1983), Bachman

Communicative competence, first introduced by Chomsky in 1965, extends beyond linguistic elements like grammar and vocabulary Hymes (1971) emphasized the importance of the interaction between speakers and listeners, leading to the inclusion of sociolinguistic competence Canale and Swain (1980) further developed this framework, incorporating linguistic, strategic, sociolinguistic, and discourse competence Celce-Murcia et al (1995) refined the definition to encompass actional, linguistic, and sociocultural competence Most recently, Celce-Murcia (2007) expanded this model to include interactional and formulaic competence, highlighting the evolving nature of communicative competence in language learning.

In order to clarify all components of communication competence, the following paragraphs will introduce the definitions and sub-categories of each component

Grammatical competence refers to the ability to understand and utilize vocabulary, syntax, morphology, phonology, and semantics effectively This competence allows speakers to accurately interpret and employ linguistic elements, leading to improved performance in communication.

Discourse competence, as defined by Canale (1983, cited in Eva, 2007), refers to the ability to effectively produce and interpret language beyond individual sentences This competence relies on the principles of cohesion and coherence, which are essential for maintaining meaningful communication in both formal and informal contexts.

Sociolinguistic competence deals with social rules of language use that involve an understanding of the social context in which language is used (Canale, 1983; Canale

During meals, discussing strong political views is typically avoided, although this can vary based on the relationship between the host and guest For instance, friends may find such topics more acceptable Alptekin (2002) emphasizes that "social context" encompasses the culture-specific norms, values, beliefs, and behaviors that influence communication Thus, understanding the full context is crucial for determining the appropriateness of certain utterances, allowing speakers to communicate effectively across various situations.

Strategic competence refers to the ability to detect communication failures, make repairs for miscommunication, and facilitate communication efficiency (Canale, 1983; Canale & Swain, 1980)

Interactional competence encompasses the skills needed to perform various speech acts such as inquiring, apologizing, and exchanging information (Celce-Murcia, 2007) It includes conversational competence, which involves managing elements like turn-taking and pauses, as well as nonverbal competence, which covers gestures, eye contact, and proxemics According to Fujita et al (2017), effectively using gestures and body language is crucial for successful communication, especially when interacting with individuals from different cultural backgrounds.

Formulaic competence emphasizes the use of established and predictable patterns in dialogue, highlighting systematic combinations of phrases, sentences, and vocabulary (Celce-Murcia, 2007) For instance, when a hotel receptionist greets a foreign guest with "How do you do?", the expected response is a reciprocal "How do you do?"

Those factors are featured in the following table:

Table 2.1: Components of communicative competence (synthesized from Bachman

(1990), Canale (1983), Canale and Swain (1980), Celce-Murcia et al (1995), Celce- Murcia (2007), Hymes (1971, 1972, 1974)

Linguistic competence encompasses essential language elements such as vocabulary, grammar, pronunciation, and syntax Discourse competence focuses on achieving coherence and cohesion within sentences and paragraphs Sociocultural competence involves understanding background knowledge, cultural awareness, socioeconomic status, and various social norms Strategic competence highlights the ability to recognize and address miscommunication effectively Lastly, interactional competence pertains to the use of speech acts and nonverbal cues to facilitate communication.

Formulaic competence Pattern prediction of words, phrases, sentences, and dialogues

Understanding communicative competence is essential for learners to communicate effectively in their target language, enhance their language proficiency, and develop their overall communicative abilities Even when learners have limited linguistic knowledge, they can leverage other competencies to facilitate oral communication (Vo, 2009).

Teaching English with a focus on oral communication is essential for educators, as it equips students with strategies to acquire knowledge and offers ample opportunities for practice Teachers must consider key factors such as their role, classroom management, activity instructions, grading, and the challenges students face in mastering English, particularly in oral communication.

Metacognitive strategy training

Learning a second language (L2) involves acknowledging that it is not the speaker's native tongue, as it is acquired and utilized in various formal and informal contexts across different countries O'Malley & Chamot (1990) and Ellis (1994) identify two key types of knowledge essential for L2 acquisition: declarative and procedural knowledge Declarative knowledge encompasses the understanding of facts, rules, and concepts, while procedural knowledge focuses on the practical steps and actions necessary for effective task execution Additionally, the concept of conditional knowledge refers to the ability to apply this knowledge appropriately in different contexts.

Understanding the "WHAT-HOW-WHY-WHEN" process is crucial for effective learning, as it encompasses the declarative and procedural knowledge necessary for task completion (O'Malley & Chamot, 1990) Learners may prioritize these elements differently based on their individual goals and learning styles For instance, when students focus on "WHAT," they emphasize acquiring relevant information and mastering language strategies to enhance their L2 learning effectively and accurately before progressing to other aspects of their studies This regulatory approach helps optimize their learning experience.

In learning a second language (L2), understanding the "WHY, HOW, and WHEN" is crucial as it enables learners to grasp the reasons behind language use, apply effective strategies, and determine the appropriate timing for regulating their learning This foundational knowledge precedes the "WHAT" process, which addresses specific language challenges Ultimately, the sequence of these processes varies based on the individual goals and purposes of the language speakers.

2.2.2 Definition of strategies specific goal and the process of planning something As Oxford (1990) claims, strategy is significant for language learning because it is considered an instrument for active, self-directed involvement, which is crucial for fostering communicative competence

In the context of this paper, "strategies" are related to language learning strategies There are enormous definitions of the term language learning strategies from different authors and researchers

2.2.3.1 Definition of language learning strategies

The ways researchers group strategies into frameworks are varied Among those researchers, some pioneers’ names can be listed: Rubin (1975), Oxford (1989), Ellis

(1994), Cohen (1998), and Griffiths (2015) Many authors have tried to simplify the categories of language learning strategies to facilitate learners

Language learning strategies, as defined by Rubin (1975), refer to the techniques and devices employed by learners to acquire knowledge He categorized these strategies into two main groups: the first group includes monitoring, memorization, guessing, inductive reasoning, deductive reasoning, and practicing, all of which directly influence the learning process The second group encompasses strategies that facilitate the creation of diverse opportunities for practice and application, enhancing learners' ability to produce language effectively.

Several definitions of "language learning strategies" have been proposed For Oxford

Language learning strategies, as defined in 1989, are the intentional actions taken by learners to enhance their abilities in acquiring, storing, recalling, and using new knowledge According to Ellis (1994), these strategies encompass mental or behavioral activities linked to specific stages in language acquisition and use Cohen (1998) further explained that these strategies involve deliberate decisions aimed at improving the learning and application of a second or foreign language Similarly, Griffiths (2015) characterized language learning strategies as choices made by learners, whether consciously or unconsciously, to facilitate or regulate their language learning process.

2.2.3.2 Benefits of language learning strategies

Language learning strategies are crucial for fostering active, self-directed engagement, which enhances communication skills (Oxford, 1990) By employing these strategies, learners experience a more enjoyable and efficient learning process, leading to greater self-direction and effectiveness (Oxford, 1990, p 8) Additionally, these techniques positively influence learners' motivation and emotional states, affecting how they acquire and process new information (Weinstein & Mayer, 1986) The proactive application of language learning strategies allows learners to control their pace and build confidence throughout their studies (Hong, 2017) Ultimately, these strategies support students in performing various tasks, from the initial stages of learning to achieving advanced proficiency in the target language (Cohen, 2011).

According to O’Malley and Chamot (1990), learning strategies are specific thoughts or behaviors that aid individuals in understanding, acquiring, or retaining new information These strategies can be categorized into three primary groups: cognitive strategies, metacognitive strategies, and social/affective strategies.

According to Oxford (1990), language learning strategies encompass both direct and indirect methods that students use to enhance their language acquisition Direct strategies involve mental processing techniques such as memorization, cognitive engagement, and compensation, requiring students to actively plan, monitor, and execute their learning activities This approach empowers learners to select strategies that directly influence their language skill performance Conversely, indirect strategies, which include effective, social, and metacognitive methods, support language learning without directly engaging with the language itself While these strategies may not yield immediate results, they play a crucial role in managing the learning process Ultimately, it is essential for language students to utilize a combination of both direct and indirect strategies to maximize their language proficiency.

Language learning strategies, as identified by Cohen (2000), are essential for enhancing learners' proficiency in a language and include metacognitive, cognitive, affective, and social strategies Metacognitive strategies involve planning, monitoring, and evaluating the learning process, enabling learners to take control of their cognitive activities Cognitive strategies focus on the identification, organization, and retention of language elements, along with techniques for retrieval and comprehension Affective strategies help learners manage their emotions, motivation, and attitudes towards language learning, while social strategies facilitate interaction with others, including native speakers, to enhance language acquisition.

Oxford's (1990) classification of language learning strategies is more comprehensive and clearly organized into subgroups, distinguishing between direct and indirect strategies based on their impact on the language learning process In contrast, the frameworks developed by Cohen (2000) and O'Malley and Chamot (1990) focus explicitly on enhancing learners' knowledge of a specific language.

This study emphasizes the significance of metacognitive strategies in achieving specific educational goals, particularly in addressing the challenges of language learning and enhancing particular language skills Investigating these strategies is crucial, as they are consistently recognized across various classifications of learning strategies, albeit with different terminologies Therefore, the exploration and documentation of metacognitive strategies are essential for improving language learning outcomes.

Metacognition, a term introduced by Flavell in 1979, refers to the process of thinking about one's own thinking It encompasses both the effective and motivational dimensions of cognitive processes, while also representing the shared knowledge of cognitive states and abilities among individuals, as noted by Parris and Winograd (1990).

Metacognition enhances task monitoring and encourages individuals to reflect on their cognitive processes This concept involves a person's ability to analyze an event, articulating both the occurrence and their emotional response to it (Anderson, 2003) According to Anderson (2003), metacognition enables individuals to differentiate between their knowledge and actions, as well as their gaps in understanding and behavior.

Metacognition, as defined by Pierce (2003), encompasses the understanding of learning tasks that necessitate specific skills and knowledge, along with the capacity to effectively apply suitable strategies in various situations In educational contexts, metacognition manifests when learners actively identify obstacles and monitor their behaviors, as noted by Pretorius and Lephalal (2011).

Research questions

This study focuses on two research questions:

• To what extent does metacognitive strategy training enhance students’ English oral communication performance?

• What are students’ attitudes toward metacognitive strategy training enhancing students’ English oral communication performance?

Research design

This study utilized a mixed-methods approach to examine the impact of metacognitive strategy training on students' English oral communication skills, while also exploring students' attitudes toward the training.

Whitehead and Schneider (2007) emphasized that mixed-method studies offer researchers a more detailed and comprehensive approach, enhancing understanding and insight into their research (Hoover & Krishnamurti, 2010) Creswell (2011) further noted that mixed-method designs yield a superior understanding of research problems and questions compared to using either quantitative or qualitative methods alone, highlighting that a single method is insufficient for addressing complex research inquiries.

This study employed a quasi-experimental quantitative research design to examine the impact of metacognitive strategy training on students' English oral communication skills According to Robin and Kieran (2016), this design allows researchers to control extraneous variables and select participants based on different criteria, facilitating the establishment of cause-and-effect relationships In this context, metacognitive strategy training serves as the independent variable, while students' oral English communication represents the dependent variable, which is influenced by changes in the independent variable (Gcu, 2021) Data for the research was collected through pretests and posttests, focusing on numeric outcomes such as test scores and questionnaires, thereby reinforcing the study's quantitative approach.

This study employs a qualitative research design to assess students' attitudes towards metacognitive strategy training in English oral communication By utilizing semi-structured interviews and questionnaires, the researcher aims to collect comprehensive data on students' perceptions, challenges, and expectations from their teachers, thereby addressing the second research question effectively.

In this study, researchers utilized a mixed-methods approach, integrating both quantitative and qualitative designs to effectively address two research questions The quantitative component focused on assessing the impact of metacognitive strategy training, while the qualitative aspect aimed to gain deeper insights into students' attitudes towards the training.

Research sites

The research site is a university center in Ho Chi Minh City dedicated to teaching various foreign languages, primarily English, to a diverse group of university students across different ages, levels, and majors The center aims to help students strengthen their foundational English skills, motivate them to obtain TOEIC certificates for graduation, and equip them with lifelong learning strategies This focus on comprehensive language education ensures the objectivity of the study conducted at this location.

The course, spanning 12 weeks, included an introductory week and a final assessment week, with each of the ten instructional weeks featuring five 50-minute class sessions Designed to enhance English language skills, the course focused on four essential competencies: listening, speaking, reading, and writing, ensuring comprehensive language development Although primarily a TOEIC preparation course, it provided a general English learning experience A dedicated weekly 50-minute session for oral communication emphasized speaking skills, while metacognitive strategy training was integrated into this speaking period to further support student learning.

Sample and sampling procedures

This research emphasizes the importance of determining the appropriate sample size for both quantitative and qualitative data collection A sample is a small selection from a larger population that is assessed on specific variables (Howitt & Cramer, 2000) In this context, "sampling" involves the process of selecting participants to engage in the study.

In survey research, there are two primary sampling methods: probability sampling and non-probability sampling Probability sampling ensures random selection, giving every population member an equal chance of being chosen, which enhances the accuracy of results in representing the entire population Conversely, non-probability sampling allows researchers to select participants based on availability and convenience, focusing on specific characteristics relevant to the study, as noted by Creswell (2011) However, this method comes with limitations regarding cost, time, and the implications of the findings.

In this study, random assignment was deemed undesirable and unethical, leading the researcher to utilize non-probability sampling methods The primary technique employed was convenient sampling, which allows for easy access to participants and facilitates quick data collection without extensive movement Ultimately, convenient sampling was chosen to effectively draw a sample from the target population.

3.4.2 Selection of participants for the quasi-experimental

As said above, in this study, a quasi-experimental design is adopted without randomness, so both groups are selected without random allocation All of the

A total of 46 participants, all non-English majors, are enrolled in the center at a pre-intermediate level, corresponding to A2 on the Common European Framework of Reference for Languages (CEFR), based on their entrance test results.

A total of 60 participants from two intact classes were involved in the study, comprising 22 students in the experimental group and 38 in the control group Due to ethical training regulations, the researcher could not equalize the group sizes, ensuring that all students received the same training Data was collected separately for both groups during the pretest and posttest phases Detailed participant information is provided in the accompanying table.

The researcher collected demographic information from 60 student participants, consisting of 41 females and 19 males, aged 19 to 21 years Participants came from various majors and all had a minimum of 7 years of English learning experience Detailed demographic data is presented in Table 3.1.

Table 3.1 The background of the participants in the research

This study targeted student participants at the research site for two cogent reasons:

Mature students play a significant role in selecting participants for this study, as their age and life experience enable them to recognize the importance of English as a mandatory subject and its potential impact on their future careers.

The participants in this study are English non-major students who often face challenges with oral communication in English This highlights the necessity for a new strategy to enhance their English speaking skills.

3.4.3 The control group (CG) and the experiment group

The data presented indicates that male participants comprised a small percentage of the total, with 23% in the experimental group and 37% in the control group In contrast, female participants represented a significantly higher proportion, accounting for 77% in the experimental group and 63% in the control group.

The participant distribution between the two groups shows a significant imbalance in the number of males and females, as detailed in Table 3.2.

Table 3.2: The number of student participants in two groups

Gender Experimental group (N") Control Group (N8 )

This study involved two classes, labeled TO1 and TO2 for clarity TO1 served as the control group, lacking access to the potentially superior treatment, while TO2 functioned as the experimental group, receiving the treatment that the researcher aimed to evaluate.

In a quantitative study, two groups underwent pre-tests and post-tests to assess the effectiveness of metacognitive strategy training Additionally, the experimental group filled out a questionnaire featuring five phases of metacognitive strategy training, which provided further data to address the first research question.

This study investigates the impact of metacognitive strategy training on students' English oral communication performance Eight student participants, identified as S1 to S8, were purposefully selected for the experimental group and engaged in semi-structured interviews to gather qualitative data.

After obtaining permission from the eight chosen students, the semi-interviews were conducted.

Teaching and learning materials

The study focused on the internal course book "English Discoveries and Preparation for TOEIC," with all students engaging in 15 periods of self-study on the online platform This book is ideal for classroom use as it efficiently addresses TOEIC speaking needs and motivates students It allows for flexible teaching methods, accommodating individual, pair, or group work that aligns with the research topic The material effectively meets learning needs by incorporating essential components such as vocabulary, grammar, reading, listening, and various speaking tasks derived from authentic sources.

This oral communication skills course book equips students with essential abilities for effective everyday communication It features 12 units that encompass five key speaking tasks: reading aloud, describing images, answering questions, using provided information to respond, and articulating opinions.

The content of the speaking sections from Units 1 to 12 was summarized in the following details below:

In task 1, Read a text aloud, students read a text aloud for 45 seconds They are required to ensure pronunciation, intonation, and stress

In Task 2, titled "Describe a Picture," students must fulfill all the criteria outlined in Task 1 by emphasizing grammar, vocabulary, and cohesion They are required to describe the provided image within approximately 30 seconds, ensuring clarity and coherence in their presentation.

In task 3, "Respond to Questions, students answer three given open-ended or closed- ended questions They also need to understand the relevance and completeness of the content

In task 4: Respond to questions using information provided mainly in the email or text, students answer depending on the information available They must meet all requirements in tasks 1, 2, and 3

In task 5, Express an opinion, students will give their opinions about a specific topic to an interlocutor

The course emphasizes speaking skills for TOEIC tests, particularly highlighting tasks 3 and 5 In task 3, students have the opportunity to express their ideas individually through a series of three questions, while task 5 encourages pair or group discussions on specific topics The remaining tasks serve either as warm-ups for tasks 3 and 5 or are designed for limited training time.

In this study, the materials chosen for two groups (the experimental group and the control group) are the same, and they are followed by the course syllabus

Regarding teaching steps, a sample lesson plan is in Appendix A

The treatment utilized the five-phase model of the CALLA approach developed by Chamot and O’Malley in 1990 This method provided students with direct instruction on metacognitive strategies aimed at enhancing their planning, monitoring, and evaluation skills in English oral communication.

Following the completion of data collection from the pretests, students in the experimental group (EG) received instruction in metacognitive strategy training Customized lesson plans were created for the classroom procedures of both groups (refer to Appendix A1) The researcher conducted the experimental teaching over a span of 10 weeks.

In this study, the CG group learns oral communication through the conventional method, while the EG group is trained using a structured five-phase model To maintain objectivity, neither group will be aware of the specific teaching methods employed by the researcher.

Both the experimental group (EG) and control group (CG) followed an identical curriculum, teaching schedule, and materials in their speaking class Each week, both groups attended two lessons on Mondays and Thursdays, with each lesson comprising five 50-minute periods To enhance students' mastery of the training while ensuring that other skills remained unaffected, the study incorporated a one-hour speaking class each day.

EG metacognitive strategy training on oral communication; the teaching time was at least 1 period (50 minutes) every day

After finishing two types of training, the researcher gave students one more period for reviewing what they had learned and taking post-tests

3.5.3 Description of teaching procedure of the EG

Students in the English Group (EG) were guided using the CALLA approach, which consists of five key phases: preparation, presentation, practice, evaluation, and expansion They received targeted instruction in metacognitive strategies, focusing on planning, monitoring, and evaluating oral tasks, along with developing metacognitive knowledge through the use of WWWH questions.

During the preparation phase, the teacher utilized metacognitive knowledge by asking WWWH questions to connect students' prior understanding of language features relevant to an oral task, such as vocabulary, grammar, and phonetics Additionally, metacognitive strategies, including planning, monitoring, and evaluation, were implemented to guide students in considering the entirety of the task when presented with any topic.

52 just a stepping stone for students to ask themselves a sequence of questions to solve their own problems Then, the teacher introduced a hands-on oral task

In the presentation, the teacher demonstrated metacognitive strategies for effectively planning, monitoring, and evaluating oral tasks She introduced the strategies, highlighted their benefits, and outlined the specific actions students needed to take for successful implementation This approach provided explicit training in metacognitive strategies.

In the practice phase, the students had to practice what the teacher had modeled and explained They rehearsed the new strategy in another authentic oral task

The fourth phase, evaluation, focuses on a learner-centered approach where students assess their performance This self-evaluation allows them to identify areas for improvement in vocabulary, grammar, and pronunciation, ensuring their oral speech is both accurate and fluent.

In the last phase of expansion, students integrated metacognitive strategies and language knowledge to produce another oral task

3.5.4 The teacher and the raters

The researcher, with over thirteen years of experience in teaching oral communication at English language centers, oversees two classes, TO1 and TO2 She is dedicated to fulfilling the teaching process and is responsible for implementing treatment strategies aimed at enhancing the oral communication skills of students in experimental groups This hands-on approach not only aids in improving student performance but also deepens her understanding of the research and her students' needs during the experiment.

To ensure the validity of the experiment, two experienced raters, both teachers with over ten years at the center, participated in the project Prior to the test, they collaborated to establish criteria for evaluating oral communication performance During the assessment, they assumed two key roles: as interlocutors, they facilitated interactions with students by managing discussions and providing task instructions, and as assessors, they independently evaluated the students' oral communication skills Importantly, they did not discuss their evaluations or scores, maintaining independence in their assessments The results from the oral communication components were averaged from both pretest and posttest evaluations.

Research instruments

This study utilized tests, interviews, and questionnaires as research instruments to collect data and analyze responses to two research questions Specifically, to address the first question, the researcher compared the outcomes of oral communication by analyzing the differences between post-test and pre-test results after implementing the treatment Simultaneously, interviews and questionnaires were employed to gather insights for the second research question.

The study utilized pre-tests and post-tests to evaluate and compare the outcomes within each group as well as between the two groups These assessments were conducted at the beginning and end of the course, respectively, with an interval of approximately eight weeks between the tests.

The pretest and posttest, conducted over 54 weeks, were designed to be consistent in format and topics, ensuring homogeneity between the control and experimental groups This approach aimed to gather initial data for comparison with students' results at the end of the course.

The purpose of the pretests was to see how students perform oral communication and examine the English abilities of participants in the two groups before the experimental teaching

The pre-test for oral communication involved two tasks from speaking parts 1 and 5, adapted from the TOEIC speaking test, and lasted approximately 10 minutes The pretest was administered in consistent groups, following a structured process.

Students were informed about an oral test scheduled in alphabetical order Two examiners would select four students, forming two pairs, to draw paper tests and prepare for five minutes at opposite tables.

The examiner conducts a 10-minute test for each pair, which consists of two tasks: responding to questions and exchanging information One interlocutor poses three questions to each student within two minutes, followed by reading a situation from the test paper for discussion The other interlocutor primarily listens and may ask additional questions to assess their oral communication skills This procedure is repeated for other pairs, with the test components summarized in Table 3.2 below.

Table 3.2 The oral communication pre-test

Task Timing Interaction Task Type

1 2 minutes for each student One interlocutor – one student Responding to questions

2 About 5-7minutes for each pair Interlocutor – a pair Exchanging information

After the pre-test, the researcher collected the results from the two examiners for data analysis

On July 24, 2022, the researcher administered the posttest to maintain consistency with the pre-tests The format, difficulty levels, and timing of the post-tests were aligned with those of the pre-tests, ensuring a uniform assessment process The post-tests evaluated the key topics covered during the course.

The purpose of post-tests is to observe whether the application of teaching metacognitive strategy training has any effects on English oral communication

While the posttest for the experimental group (EG) was utilized, it cannot be definitively stated that metacognitive strategy training was the sole contributor to their success Understanding students' attitudes is crucial for the researcher to identify both the benefits and drawbacks of the training Consequently, it was essential to explore the EG's perspectives on teaching metacognitive strategies in oral communication through a questionnaire.

The questionnaire includes three main sections—Sections A, B, and C—in terms of students’ background information (A), the importance of learning English oral

A questionnaire was administered to evaluate students' communication skills and their attitudes towards explicit metacognitive strategy training in English oral communication This survey, which took approximately 10 minutes to complete, was distributed to students in the experimental group (EG) after they finished the course, specifically focusing on their perceptions following the training intervention.

Section A required students’ information regarding gender, age, and learning English experience This information was used to build up students’ profiles as well as guarantee their homogeneity

Section B of the study explores students' perspectives on learning English oral communication through three open-ended multiple-choice questions These questions focus on the significance of mastering English oral skills, the importance of metacognitive strategy training, and students' overall experiences with the training over the past 12 weeks.

Section C of the questionnaire is crucial as it addresses students' attitudes, specifically focusing on the second research question regarding the experimental group's (EG) perspective on metacognitive strategy training in English oral communication The study incorporates metacognitive strategies and knowledge to enhance oral communication skills The items in Section C are designed to explore three primary categories of metacognitive strategies: planning, monitoring, and evaluating, utilizing the CALLA content and the language learning strategies developed by Chamot & Robbins.

According to Chamot & Robbins (2005), metacognitive strategies encompass preparing for learning, monitoring the learning task, evaluating learning outcomes, and managing one's learning However, the questionnaire focused on the first three categories: monitoring, planning, and evaluation The exclusion of the management phase was due to its inability to fully represent the training process To enhance clarity, additional items will be incorporated into Chamot and Robbins’ framework to better delineate the three phases of metacognitive strategies.

Metacognitive knowledge, often referred to as WWWH questions, is closely linked to metacognitive strategies, particularly in the Organizing/Planning strategies outlined in table 3.3 The literature review highlights the interdependence of metacognitive strategies and knowledge, emphasizing how they reinforce one another Consequently, the questions derived from these two components play a crucial role in facilitating metacognitive strategy training.

Chamot & Robbins (2005) outlined key components of the CALLA model, focusing on planning, monitoring, and evaluation The researcher selected and elaborated on these statements to create 20 additional insights This approach aims to clarify the metacognitive strategies employed in metacognitive strategy training, ensuring that students can effectively comprehend and respond to the survey.

The selection of statements appropriate to the metacognitive strategies is presented in Table 3.3 below

Table 3.3 Selection of items in CALLA content and language learning strategy

Strategies Descriptions CALLA content and language learning strategy

To effectively complete an oral task, it is essential to clearly define the objectives, including the type and duration of the task Additionally, visualizing the entire process in your mind helps in organizing and planning the sequence of content, ensuring a coherent and structured delivery.

C3 I can think about what I know (my prior ideas/ vocabulary/grammar…) to help me answer the oral task

Plan how to accomplish the task (choose strategies)

C4 I can skim the oral task by finding key words to know how much

C5 I can use metacognitive knowledge (WWWH) to brainstorm prior ideas involving ideas and language feature (grammar/ vocabulary) C6 I can note down any ideas, vocabulary, grammar… involving the oral tasks in a paper

C7 I can arrange ideas in order

C8 I can think of steps to complete the oral task

Preview a text C9 I can preview whole the oral task

Check your progress on the task Check your comprehension as you use the language Do you understand? If not, what is the problem?

Check your production as you use the language Are you making sense? If not, what is the problem?

Assess how well you have accomplished the learning task Assess how well you have used learning strategies

Decide how effective the strategies were

Identify changes you will make the next time you have a similar task to do

C10 I can check your progress on the task

C11 I can check my understanding about topic, supporting ideas or example

C12 I can find out the problem causing misunderstanding

C13 I can correct my mistakes immediately when found

C14 I can check my speech C15 I can find out the problem making my speech difficult to understand

C16 I can note and correct the mistakes immediately when found

C17 I can check how well I accomplish the oral task

C18 I can assess how well you have used learning strategies C19 Decide how effective the strategies were

C20 I can identify changes I will make the next time I have a similar task to do

Data collection procedure

Pre-tests for both the experimental group (EG) and control group (CG) were conducted prior to the second day of the course Following a 10-week period of experimental teaching, questionnaires and interviews were administered exclusively to the EG group Subsequently, post-tests were performed, with both groups participating in the same oral assessment.

The researcher gathered quantitative data in Excel for subsequent analysis, utilizing SPSS version 23 to evaluate both pre-tests and post-tests Reliability of the results was confirmed through the Cronbach's alpha coefficient, after which descriptive analysis was performed to calculate the mean score (M) and standard deviation (SD) for all items measured on a five-point Likert scale.

Qualitative data from the EG group interview were transcribed and translated into English, ensuring accuracy through double-checking and consultation with two raters Key points related to the interview questions were emphasized in the final written version.

The main steps in conducting the experimental teaching and collecting data include:

• Step 1: The pretest was assigned to both groups (CG and EG)

• Step 2: The CG and EG were established

• Step 3: The experimental teaching was carried out (6 weeks, 2 sessions per week, 4 periods per period, 50 minutes per period) only for the EG

• Step 4: The questionnaire was delivered to the EG group

• Step 5: The interview was delivered to the EG group

• Step 6: The posttest was assigned to both the CG and EG

• Step 7: The pretest and posttest results were analyzed

• Step 8: Analyzing participants’ responses to the questionnaire and interview

• Step 9: Analyze the data and write a report

The data collection process outlined the methodology of the study, detailing the various phases implemented to effectively address the two research questions posed.

Reliability and validity

Validity and reliability are essential components that must be ensured for any measurement tool Reliability pertains to the accuracy and consistency of the measurement method, while validity relates to how well the tests measure what they are intended to, encompassing various types such as content, construct, face, criterion-related, and concurrent validity.

To ensure test reliability, several key factors were carefully evaluated The same raters assessed both pre-tests and post-tests, with their consistency measured through Pearson correlation Although two experienced raters were involved in evaluating the oral tests, discussions prior to the assessments were held to minimize bias and enhance score relevance Additionally, the number of items in both pre-tests and post-tests was kept consistent.

To ensure test validity, the researcher implemented two pre- and post-tests that maintained the same format and difficulty level Additionally, to uphold content validity, she selected task formats that closely resembled those utilized during the experiment.

To validate the questionnaire, the researcher meticulously reviewed student responses for invalid entries, focusing on two negatively coded items and any unmarked statements Following this initial check, the data were entered into Statistical Package for the Social Sciences (SPSS) version 23 for further analysis.

23) for a reliability test The questionnaire used in this study was translated into Vietnamese to ascertain its comprehensibility by the participants of the study The Vietnamese version as well as the data collected from the questionnaire were reviewed by two raters

Cronbach's alpha is a widely recognized method for assessing internal consistency reliability in language testing surveys, as noted by Brown (2002) In this study, it was employed to evaluate the internal consistency of the Likert scale used in the questionnaire The reliability of the questionnaires is established through test results, demonstrating that all variables are effectively measured.

64 sufficiently correlated overall (>=0.7), as table 3.7 shows, the value required for satisfactory reliability as suggested by George and Mallery (2003)

Table 3.4: The Internal Consistency in Cronbach’s Alpha

To ensure the validity and reliability of the interview questions, they must align with the CALLA model, focusing on students' attitudes toward metacognitive strategy training To maximize validity, the questions were initially crafted in English and subsequently translated into Vietnamese, with only the Vietnamese version being used for analysis Additionally, to maintain interviewer reliability, all participants will be asked the same set of questions, ensuring consistency in data collection.

Summary of the chapter

Chapter 3 outlines the research methodology employed to assess the effectiveness of metacognitive strategy training in improving students' English oral communication skills and their attitudes towards the training It reiterates the two primary research questions to maintain focus on the topic The chapter details the research design, sites, sample selection, and the instruments used for data collection, including pretests, posttests, questionnaires, and semi-structured interviews The investigation relies on the data gathered from these methods, with results set to be analyzed and discussed in the subsequent chapter.

RESULTS AND DISCUSSION

Data analysis

This section outlines the process of analyzing data collected from tests, questionnaires, and semi-structured interviews It presents the findings of the data analysis before engaging in a discussion that includes explanations, comparisons, and contrasts with previous studies and theories.

4.1.1 Analysis of data from pre-tests and post-tests

The analysis of pre- and post-test results for research question 1 was conducted using SPSS 23 (Statistical Package for Social Sciences) The data analysis procedure involved scoring the pretests and posttests for two groups, followed by a systematic evaluation of the results.

The researcher examined the reliability of oral communication quality among students in both the experimental and control groups To assess this, Pearson correlation analysis was conducted using SPSS, focusing on the inter-rater reliability of pretests and posttests, as presented in Tables 4.1 and 4.2.

Table 4.1 Correlation Coefficient _Inter- Rater reliability: pretests

The correlation coefficients for the pretest ratings in the experimental group (EG) and control group (CG) were found to be 92 and 798, respectively, demonstrating high inter-rater reliability Additionally, the correlation between the first and second raters was statistically significant, with a p-value less than 05, confirming the reliability of the test scores assigned to students by both raters.

The inter-rater reliability for the performance of both the experimental and control groups on the posttests was assessed using Pearson correlation, as shown in Table 4.2 below.

Table 4.2 Correlation Coefficient _Inter- Rater reliability: posttests

The statistical analysis results are shown in Table 4.2, and they show that there is a strong and significant correlation between two raters' scores on the experimental group's posttest (r =.95, p.05)

The inter-rater reliability analysis of the control group's posttest performance demonstrated a significant correlation between the scores assigned by two raters, with a correlation coefficient of r = 0.876 (p < 0.05).

The Pearson-product moment correlation was utilized to assess the inter-rater reliability of pretest scores independently evaluated by two raters With a p-value from the analysis being less than 0.05, the correlation is deemed statistically significant.

To assess the initial and subsequent ability levels of the two student groups, an oral test was conducted for both the experimental and control groups The mean scores of 22 students in the experimental group and 38 students in the control group were analyzed using the Independent Samples Test, with the results detailed in Table 4.3, which presents the descriptive statistics and independent sample t-test outcomes.

Table 4.3 The results of Independent Samples T-test of the Pre-tests

Table 4.3 reveals that the experimental group's mean score is 6.49 (M = 6.49), while the control group's mean score is 6.55 (M = 6.42) The slight difference of 0.07 in mean scores suggests that both groups likely originate from the same population, indicating comparable English oral communication performance among students in both groups Additionally, the Independent Samples T-test indicates a significance level of 0.733 (F) in the Levene test, further supporting these findings.

The analysis revealed no significant differences in English oral communication performance between the two groups, as indicated by a p-value of 0.699, which exceeds the significance level of 0.05 This suggests that both groups performed similarly in their English oral communication skills.

70 groups is similar Therefore, the samples from the two groups are proportional and meet the requirements for this study

After establishing that both groups had equivalent pre-training levels in English oral communication, only the experimental group (EG) underwent metacognitive strategy training, focusing on five key components: content, fluency, vocabulary and grammar, pronunciation, and interaction Following the training, both groups participated in post-tests The researcher employed independent samples t-tests to analyze the results and identify any significant differences between the groups at various time points Descriptive statistics for the post-test results of both groups are detailed in Table 4.4.

Table 4.4 The results of Independent Samples T-test of the Post-Tests

As presented in Table 4.4, the homogeneity of variances was to be accepted since the score variance between the two groups was equal based on Levene’s test results (p

=.590 >.05) Accordingly, the p values between the 2 groups are.012 and.019, which are smaller than p =.05 Hence, there was a significant difference in English oral communication scores for the CG (M = 6.7368, SD =.69103) and EG (M = 7.2636,

SD =.85665) It was proven that the EG outperformed the CG in the post-test

A pair-sample t-test was conducted to evaluate the oral communication scores of both the control group (CG) and the experimental group (EG) following the treatment Additionally, the test assessed the five components of oral communication—content, grammar and vocabulary, pronunciation, fluency, and interaction—specifically for the experimental group after the intervention.

The summary of the SPSS output of the paired sample T-tests in oral communication performance tests of both the CG and EG is given in Table 4.5

Table 4.5 The results of Paired Samples T-test of two groups EG-CG

The comparison of students’ oral communication performance on the pretest and the posttest in the control and experimental groups is revealed in the table below:

The Paired Samples Statistics in Table 4.5 reveal that students in the Control Group (CG) experienced a slight improvement in their posttest scores, with the mean increasing from 6.4211 to 6.7368, resulting in a mean difference of -0.31579 In contrast, the Experimental Group (EG) demonstrated a more significant change, with pretest and posttest means of 6.49 and 7.26, respectively, yielding a notable average difference of -0.77 that is statistically significant This indicates that the difference between the two tests for EG is unlikely to be due to chance, as the p-value is below the significance level.

EG, the p-value for the paired sample T-test of 0.000 alpha (0.05) is less than the standard significance level of 0.05

The subsequent section of the comparison analyzes students' oral communication performance in the experimental groups by examining the results of the paired samples T-test conducted on both the pretest and posttest.

Following the course, both the control group, which did not receive treatment, and the experimental group, which did, showed significant improvements in their English oral communication skills This prompted the need for a final analysis to compare the post-test scores of the two groups, addressing the first research question.

Discussion

From the data analysis of the pretest, posttest, questionnaire, and interview, the conclusion of these results is presented in the following paragraphs:

4.2.1 The discussion of the two tests

The pretest and posttest were crucial in demonstrating the effectiveness of metacognitive strategy training on English oral communication performance These assessments provided practical insights into the impact of the training, leading to significant discussions on various related issues.

The inter-rater reliability findings confirmed a significant relationship between pretest and posttest scores in both research groups, indicating that the test scores from two raters were consistent An independent t-test was conducted to analyze the pretest and posttest score ranges, determining if one group excelled over the other in oral communication skills.

The Independent Samples T-test conducted on the pretest results confirmed the homogeneity of the Control Group (CG) and Experimental Group (EG), indicating that the samples from both groups meet the necessary requirements for this study.

The Independent Samples T-test results indicated that the experimental group (EG) significantly outperformed the control group (CG) in applying metacognitive strategy training after receiving the treatment This experimental teaching was the sole intervention for the EG, leading to the conclusion that the treatment was the primary factor contributing to the EG's enhanced ability to utilize metacognitive strategies effectively.

The paired sample statistics revealed significant differences in the performance of both the experimental group (EG) and control group (CG) before and after the intervention, with p-values less than 0.05 Despite the mean differences of -0.31579 and -0.77 in CG and EG, respectively, both groups demonstrated progress over the 2-month course Notably, the EG showed the highest mean difference in the interaction component, while vocabulary and grammar exhibited the lowest mean differences This improvement in the EG's performance can be attributed to the treatment they received, which included preparation, monitoring, and evaluation of their oral performance with peers and teachers.

CG stuck to the conventional teaching method and did not receive any intensive training in metacognitive strategies as did the EG

Research indicates that prior instruction on metacognitive strategies significantly enhances students' oral communication skills, as supported by studies from Rashtchi and Khani (2010), Maryam Farzam (2018), and Jaramillo (2021) Additionally, the study highlights notable improvements in student interactions, although it did not provide conclusive evidence on all aspects of these findings.

In Pham's (2020) study, role-play was utilized to improve oral communication skills, incorporating various activities focused on metacognition and metacognitive knowledge By fostering students' awareness of their thought processes, they gain insights into the what, how, and why of their learning Therefore, it is essential to design a diverse range of activities when teaching oral communication classes.

Contrary to expectations, this study did not find a significant difference between vocabulary and grammar during the training In contrast to the finding of Jaramillo

In 2021, it was found that vocabulary repertoire significantly benefited from metacognitive strategy instruction Although the two studies did not focus on direct vocabulary instruction, the outcomes may be attributed to insufficient time allocated for skill enhancement.

The hypothesis (H0) proposed in Chapter 2 stated that there is no statistically significant difference between metacognitive strategy training and students' English oral communication performance However, the analysis of the results indicates a significant difference, suggesting that metacognitive strategy training positively impacts students' oral communication skills in English Consequently, the initial hypothesis can be rejected.

The analysis of questionnaire data revealed that students recognize the significance of oral English communication and the need for metacognitive strategy training Additionally, it is evident that students objectively accept the importance of metacognitive strategy training.

Metacognitive strategies, specifically organizing, monitoring, and evaluation, play a crucial role in enhancing students' oral communication skills By employing organizing and evaluation techniques, students can effectively preview oral tasks, structure their ideas, and utilize prior knowledge The organizing strategy is primarily implemented during the preparation and presentation phases, where teachers guide students, who mainly focus on attending and note-taking This structured approach likely contributes to students finding the instruction beneficial for their English oral communication Meanwhile, the evaluation strategy, which takes place during the expansion phase, encourages students to reflect on their performance after receiving feedback from teachers and peers This reflection allows students to assess their effectiveness in completing oral tasks and transferring strategies to similar contexts, fostering improved performance in future oral activities.

Students faced significant challenges with monitoring strategies, primarily focusing on their role in delivering and self-evaluating their speeches This difficulty likely stems from their unfamiliarity with assessing their oral performance during tasks.

The use of metacognitive strategies significantly enhances students' ability to brainstorm ideas effectively, aligning with Xu (2012), who emphasized the importance of imparting metacognitive knowledge in English teaching to improve learning outcomes Jaramillo (2021) further highlighted that these strategies foster self-knowledge and self-awareness in language learners, helping them identify their strengths and weaknesses Although the survey indicated that students struggled with the Monitor strategy to evaluate their speech, this single negative response does not necessarily reflect a lack of overall progress in their learning journey.

Previous research, including studies by Nguyen T.D and Trinh H.T (2011) and Huynh (2021), has shown that metacognitive strategies in training significantly enhance learning outcomes The effectiveness of these instructional strategies was confirmed through questionnaires administered to students who participated in the treatment, despite the studies primarily focusing on reading skills.

To sum up, students who were directly instructed in metacognitive strategies generally had positive attitudes towards metacognitive strategy training Also, they have a problem using the monitoring strategy

In the section that follows, I will briefly discuss the interview in seven questions

In the preparation phase, metacognitive strategy training enabled students to recall prior knowledge through WWWH questions and various engaging activities that encouraged independent thinking Oral communication tasks require additional teaching methods to inspire new ideas; thus, teachers introduced metacognitive strategies before these tasks to enhance student interest and focus This approach aligns with findings by Rashtchi and Khani (2010), which indicated that prior instruction on metacognitive strategies significantly boosts EFL learners' oral proficiency The explicit training in metacognitive strategies empowered students to apply these techniques in their oral tasks Furthermore, Guapacha and Benavidez (2017) emphasize that awareness of language learning strategies allows students to leverage their language knowledge while effectively planning, organizing, and managing their learning.

Summary of the chapter

This chapter analyzes the data and results from pre-tests, post-tests, questionnaires, and interviews to assess the study's effectiveness and identify students' challenges during training It presents both qualitative and quantitative findings, followed by a discussion of key points derived from the results.

FINDINGS AND SUGGESTIONS

Findings

The study explored the impact of metacognitive strategy training on oral communication skills and assessed students' attitudes towards this training The research questions and hypotheses formulated at the outset guided the investigation and contributed to the study's findings.

1 To what extent does metacognitive strategy training enhance students’ English oral communication performance?

2 What are students’ attitudes toward the procedures of metacognitive strategy training to enhance students’ English oral communication performance?

Ho: There is no statistically significant difference between metacognitive strategy training and students’ English oral communication performance

This quasi-experimental study aimed to investigate the impact of metacognitive strategy training on students' English oral communication performance An Independent Sample T-test analysis of pretest results from two groups revealed no significant differences in their English oral communication skills prior to the intervention.

92 pedagogical intervention, the English oral communication performance of two groups was evaluated again

The study revealed significant improvements in English oral communication performance among both groups, as indicated by the independent Sample T-test results Notably, the Paired Sample T-test highlighted that the interaction component of metacognitive strategy training was the most effective in enhancing students' oral communication skills Although the study did not focus on direct training for effective interaction, this aspect proved beneficial for all participants While grammar and vocabulary also showed progress, the treatment was essential for identifying improvements in interaction and other components Ultimately, it can be concluded that metacognitive strategy training serves as an effective tool for enhancing oral communication performance, aligning with findings from previous research that underscores its significant impact.

The analysis of both quantitative (questionnaire) and qualitative (interview) data from the experimental group at the end of the course provided insights into the responses to the second research question The questionnaire results indicated that all students recognized the significance of oral communication and overall instruction While most students grasped metacognitive strategies related to planning, monitoring, and evaluating their oral speech, a minority remained uncertain about how to effectively monitor their speech during the performance phase.

The thematic analysis of student interviews revealed key insights into their challenges and expectations regarding training Many students expressed difficulties stemming from their unfamiliarity with metacognitive strategy training and a sense of fear They anticipated receiving an assessment form and desired training to enhance their abilities before attempting tasks independently Notably, regarding the five-phase CALLA approach, a majority of students acknowledged that the instruction facilitated the generation of new ideas for oral tasks and significantly improved their oral proficiency.

Pedagogical implications

To fully leverage metacognitive strategy training, students must recognize that it entails conscious thought and action They should develop metacognitive strategies—planning, monitoring, and evaluating—as a framework, utilizing metacognitive knowledge through WWWH questions to enhance their thinking and improve oral communication skills However, mastering these strategies requires dedicated training, leading to significant implications for teaching and learning oral communication performance.

Students must recognize the significance of metacognitive strategies and knowledge to enhance their performance in oral tasks When encountering challenges, reflecting on previous experiences can help them organize their approach, apply effective strategies, and engage in self-monitoring and evaluation This awareness fosters confidence in selecting oral topics and improves their strategic capabilities Ultimately, by taking charge of their learning, students cultivate greater independence and autonomy.

Language teachers should prioritize the instruction of both metacognitive knowledge and metacognitive strategies By focusing on these elements, educators can help students effectively explore topics and develop a clear understanding, ultimately enhancing their performance in oral tasks.

Autonomous learners should aim to develop effective learning strategies, with teachers gathering students' brainstorming and preparatory work through metacognitive knowledge (WWWH questions) prior to training During the training sessions, learners are encouraged to engage with paper to facilitate deeper thinking, plan their responses, monitor their actions, and evaluate their performance on oral tasks The use of reflection checklists and instant feedback from teachers enhances the learning experience Additionally, teachers model these self-directed strategies in the initial days of training, demonstrating dynamic learning behaviors to inspire their students.

The interview findings indicate that teachers must utilize constructive feedback to enhance students' understanding of their strengths and weaknesses in metacognitive strategies, thereby broadening their metacognitive knowledge It is essential to model and train students on how to effectively use feedback, which facilitates the application of these strategies and boosts their effectiveness Consequently, learners take responsibility for their own education, fostering autonomy and independence in oral communication performance across various topics.

Teachers should prioritize metacognitive strategy training to enhance students' learning experiences By consciously applying their metacognitive knowledge, educators can effectively support students, leading to improved language learning outcomes This awareness fosters student independence and autonomy, ultimately contributing to their overall success.

Training strategies for language learning require time to establish new habits Teachers must exercise patience in guiding students to engage in more conscious and independent study, irrespective of their proficiency levels Instruction that incorporates these strategies encourages students to think critically and organize their learning effectively.

96 their thoughts better before performing oral tasks, and assess their own performance, all of which will increase their oral competence.

Suggestions

Based on questionnaire results, the researcher offers several suggestions for enhancing training practices Students often struggle to implement certain strategies during the practice phase, highlighting the need for teachers to reinforce theoretical concepts at this stage The literature review indicates that the CALLA model is recursive, allowing both teachers and students to revisit earlier instructional phases as needed This flexibility enables teachers to pause practice sessions whenever they notice that students are not fully grasping the strategies.

The positive outcomes of this study are linked to explicit metacognitive strategy training, which was enhanced by students' willingness to explore new English language learning strategies for oral communication However, negative results can be attributed to three key factors: the need for individualized training for students facing greater challenges, the limited time allocated for instruction—only one period each day—which restricts the effectiveness of the training, and the influence of students' familiarity with traditional training methods that may impede their adoption of metacognitive strategies.

Recommendation

A few hours of targeted metacognitive strategy training significantly enhanced students' oral speech abilities, enabling them to progress from generating ideas in their native language to articulating more complex and elaborated sentences with a broader range of concepts.

This research report demonstrates how metacognitive strategy training, combined with metacognitive strategies and knowledge, significantly improved students' English oral communication skills By focusing on these strategies, learners were able to enhance their oral production levels effectively.

This instruction enhances students' ability to speak fluently and coherently, encouraging the use of compensatory strategies such as repetition, paraphrasing, seeking clarification, and employing formulaic expressions.

The current study highlights the impact of metacognitive strategy training on enhancing English oral communication performance; however, it is important to acknowledge several limitations associated with this research.

The study faced limitations due to time constraints in implementing metacognitive strategy training, which impacted students' English oral communication performance A longer duration for practice would have allowed students to effectively apply these strategies in each section Consequently, the insufficient practice time may have influenced the results reflected in the questionnaire.

One significant limitation of the study is the small sample size, consisting of only 22 participants, which hinders the ability to generalize the findings to all EFL students in Vietnam A larger sample size would have likely yielded more reliable results Additionally, the quasi-experimental design poses challenges related to randomization, further restricting the generalizability of the study's conclusions.

This study acknowledges certain limitations stemming from the training process Specifically, the teacher assessed participants' use of metacognitive strategies solely through feedback, which did not translate into quantifiable data.

The study utilized an interview and questionnaire conducted after the training, which limited the evaluation of metacognitive strategies Time constraints prevented the researcher from incorporating feedback as a tool for gathering additional data.

Due to certain limitations of the study noted above, further studies could be conducted to gain insight into some of the following aspects

To enhance the effectiveness of the treatment, future studies should be conducted over an extended period, allowing learners to fully grasp its benefits This extended timeframe would enable students to better apply the strategies in real-world scenarios and provide teachers with the opportunity to reinforce prior knowledge for struggling students Additionally, it would foster enthusiasm among less confident learners regarding their language skills.

To enhance the reliability, validity, and generalization of research findings, future studies should consider utilizing a larger sample size and adopting random sampling methods instead of convenient sampling These improvements will significantly contribute to establishing a more accurate population generalization.

Future research should focus on evaluating the impact of feedback during the evaluation phase of metacognitive strategy training Teachers need to analyze students' feedback forms to understand their perceptions of peer performance, which will help refine teaching methods and enhance research effectiveness It is essential to incorporate all measurement components related to the study and training procedures within the feedback forms.

This chapter summarizes the key findings of the study, highlighting the impact of metacognitive strategy training on oral English communication and the enhancement of students' positive attitudes It also outlines the pedagogical implications for both teachers and students, along with recommendations for further research based on the study's results.

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APPENDIX E1: CÂU HỎI PHỎNG VẤN

1 Em có cảm thấy cách hướng dẫn của giáo viên có giúp ích gì em nhớ lại kiến thức cũ và cách triển khai ý tưởng chưa trong giao tiếp bằng miệng chưa? Em vui lòng giải thích rõ nhé? (Phase 1)