When it comes to the interview, data was collected through documents, notes, and recordings. Because the data was in words rather than numbers, the procedure for
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coding and analyzing an interview may be more meticulous than others. The detailed analysis is as follows:
First, the researcher identified common themes and highlighted important aspects across the data set to maintain the integrity of its content. She labeled and organized relevant words, phrases, and sentences in the structured questions in colors because it could make a report more readable, inspire thoughtful discussion beyond the report.
For open questions, she skimmed through all of the interview content to get a few general ideas, as well as graphically highlighting critical points and opposing viewpoints.
Then, the researcher carefully transcribed the data to decide which codes were the most important to be categorized. These categories were connected to each other in order to identify thematic patterns.
In the final stage of analysis, salient word choice patterns were drawn into a figure to summarize the results with the help of Microsoft Word 2019.
From the seven questions in the interview, it was necessary to analyze the data in order to investigate the effect of metacognitive strategy training in the model CALLA.
Question 1:
Do you feel that the teacher's guidance helped you recall prior knowledge and how to implement ideas in oral communication performance? Please explain more. (Phase 1)
Regarding phase 1 preparation, most of the interview respondents agreed that they had recalled prior knowledge about grammar and vocabulary through the training.
One of them revealed he or she forgot most of the English, but some activities at the beginning of class helped them remember some vocabulary and grammar points used in their oral tasks. Here are some examples:
There are grammar parts that I forget, when the teacher reminded me, I remember those parts. (S1)
I find it interesting that the teacher supply strategies to elicit amazing ideas (S2) The only thing I remember about her teaching is the grammar and vocabulary related to the lesson (S6)
Interesting, 100% of the interview respondents also shared similar opinions about not knowing how to implement ideas in oral communication performance, although they revealed they understood what the instructor explained. It might be because the strategies used were new to them.
It's not really clear because it's quite new to me. (S3)
But I don't know how to use the strategies. I was still confused at the first days.
But it still helped me a lot. (S5)
I think in speaking lesson, I should think more carefully to have more ideas to express effectively. I shouldn’t answer too fast. (S7)
However, one student showed his/her hesitation when asked for prior knowledge.
I'm just afraid that teacher asked for prior knowledge because I don't quite understand the old lesson. I'm afraid of English, so when I was asked about my previous knowledge, I felt a bit shaky. (S8)
Question 2:
When the teacher presented or modeled metacognition strategies, did you find it too difficult for you to perform oral communication performance? Please explain more?
(Phase 2)
In stage 2, presentation, of the training, all of the students agreed that they understood what the teacher modeled and explained thanks to giving examples in detail and giving specific examples with each strategy. The students became doubtful that they were able to perform oral communication as well as the teacher did because it was the first time they learned the strategies. Some students commented:
I totally understand what the teacher explained because she gave a lot of specific examples. (S4) (S7)
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This learning is new but I can still understand it because the teacher explained it carefully. (S8)
I understand, but I don't know whether I can do well as she did it. (S3) (S6) Question 3:
Did you have any difficulty in practicing oral communication through metacognitive strategy training? Please explain more? (Phase 3)
According to some respondents, the new training made it difficult for students to perform English oral communication, and 100% had no experience learning the strategies before. It might not be the cause of the material in textbooks. One of them did not find passion in learning new strategies due to his or her old habit of learning and a lack of vocabulary to express his or her ideas.
It's really difficult to me because I've never used this way before. At first, I thought I could do it because the teacher explained it very carefully at the previous stage, but when I started to do it, I found it extremely difficult to do, perhaps because of my arrangement of ideas. I don't understand exactly how to do. (S6) (S2) (S7) I don't like learning new strategies in oral tasks because I often have to write first and then speak. Following the teacher’s training, it seemed that I was forced to think more carefully before and after I performed. I feel I do not have enough vocabulary so sometimes I find it a bit difficult and headache to study this way.
(S5)
Question 4:
In the self-evaluation of English oral communication, did you have any difficulties?
Please explain more? (Phase 4)
The respondents reveal that they are not confident enough to self-evaluate for themselves, and they suggest that teachers should evaluate students’ performance.
I feel like I am not familiar with self-evaluation because up until now, it's always been for teachers to correct my friends and me when learning speaking tasks. My duty is to listen and correct mistakes. (S3)
In addition, they admitted that they were not confident enough to self-evaluate. Here is an example:
I'm afraid of misjudging, I will learn wrong things. (S6) (S8) Question 5:
Will you use what you learned from metacognitive strategy training for other English oral activities? Please explain more? (Phase 5)
Most of the respondents expected that they would use the strategies they learned in other English oral activities.
I find these strategies quite interesting because I learn new strategies in oral communication performance and I know how to evaluate my own products that I haven’t studied before. (S1) (S3)
Two of them seem to hesitate to apply the strategies because they supposed the training was appropriate in some oral tasks. The respondents supposed that it is a bit complicated because it takes time to go through many steps
Actually, I also find the strategies quite useful, but I find myself spending too much time thinking. It may be applied in some types of oral task in school, but I will consider the topic I can choose or not. (S2)
Question 6:
Looking back at the 5 components for oral communication assessment below, in which part do you feel you have improved the most and please explain more? vocabulary and grammar; contents; pronunciation; fluency; and interaction.
All of them agreed that they felt confident in interaction. Six out of eight agreed with the improvement of the content and fluency components. Five of them thought the vocabulary and grammar could not help them improve significantly. Over half of the respondents reflected that they felt they had improved vocabulary and grammar.
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Question 7:
During the two-month course on using metacognitive strategies in English oral communication, would you suggest any additional guidance to make your learning more effective? Please explain more.
I think the teacher should give a form and guide us to correct in advance, it will be easier for us, because we are not familiar to self-assessment. (S4)
I prefer the teacher correct mistakes for us because I am not good English enough to check my own mistakes. (S8)
Surprisingly, one of the students suggests a form and is guided to check their speech.
Students need the teacher to correct their mistakes because they are not confident.
To sum up, the data from the pre- and posttest, questionnaire, and semi-interview were presented in this section. Some highlights will be clarified in the following sections: