Reviewing the previous paper in figure 2.3 is an essential step for the research, which builds up an overview of the literature review, research gap, methodology, results, limitations, and fruitful implication of the studies. However, just a few studies related to the correlation between metacognitive strategy training and English oral communication performance were chosen, as were any research topics related to these two variables.
The steady growth of interest in metacognitive strategy training and English oral communication has been reflected in some recent studies (e.g., Rashtchi and Khani, 2010; Abbasian, 2015; Farzam, 2018; Panggabean & Triassanti, 2020; Jaramillo, 2021). Although there are differences in methodology and participants, these findings were relatively consistent: metacognitive strategy training had a positive effect on
English oral communication. Also, all of the research mentioned emphasized the role of explicit instruction under the application of different models. These facts encourage the researcher to carry out the research with explicit instruction to check the results of English oral communication performance through metacognitive strategy training.
Being closest to the present study might be the study of Panggabean and Triassanti (2018), which presented metacognitive strategy instruction to enhance students’ oral presentation skills. In a deeper investigation, Panggabean and Triassanti (2018) adopted Oxford’s metacognitive strategies to encourage students to think about, plan for, monitor, and evaluate the quality of oral presentations based on a qualitative approach. They used video recording, teacher evaluation, peer evaluation, self- evaluation, and written reflection to analyze the data. It is convenient for the researcher in this study to refer to, compare the results, and contribute some implications to enhance English oral communication through metacognitive strategy training for further research.
In Vietnam, despite varied studies applying metacognitive strategy training, none of them revealed the intimate relationship between metacognitive strategy training and oral communication performance. Reversely, the application of metacognitive strategies to other skills, particularly reading, has received an excessive amount of research attention. The research of Nguyen and Trinh (2011) and Huynh (2021) are examples. The results showed that metacognitive strategies and instruction have a significant impact on learners. Owing to that, this literature as well as research tools related to metacognitive strategy training are expectedly considered for practical deployment and have received enough attention. In the same light, in the research of Pham (2020), role-play was employed to enhance oral communication performance but was not related to metacognitive strategies. However, role-play activities and the criteria of oral communication assessment contribute to the researcher’s encouragement to employ them in a teaching context and assess oral communication performance.
In a clearer approach, the most updated and recognized strategy training model, CALLA, was applied in the studies of Jaramillo (2021) and Huynh (2020). The exact activities designed for each step were not clarified to prove their application for instruction.
Table 2.2 below summarizes the studies regarding the application of explicit metacognitive strategy training, with the focus placed on research issues, methodology, participants, results, and their implications.
Table 2.2: The previous study
Study Research issues Methodology Participants Results Implications Rashtchi
and Khani (2010)
Improving EFL Learners’ Oral Proficiency Through Metacognitive Strategy Instruction
Quantitative study Instrument:
+ Interview
+Questionnaire
56 participants in a language school in Tehran
The instruction on metacognitive strategy use prior to oral tasks had a significantly higher impact on EFL learners' oral proficiency and metacognitive strategy use as compared to the only warm-up preceding oral tasks.
Teaching metacognitive strategies by offering different topics and working on them through using these strategies The instruction on metacognitive strategy use prior to oral tasks
Wen Xu (2012)
A Survey on Metacognitive Strategy Use in College Oral English Study under Internet Environment--With a Case Study of Guilin University of Technology
Survey 166 students from 4
classes
Students with metacognitive strategy problems hindered an efficient and effective improvement or their oral English proficiency.
Teachers should pay attention to:
create harmonious and democratic
feedback conditions.
enrich students‟ knowledge and experience about metacognition ability (related to their metacognitive knowledge.
Maryam Farzam (2018)
The Effect of Cognitive and Metacognitive Strategy Training on Intermediate Iranian EFL learners’
Willingness to Communicate
Quasi-experimental model
using pretest-posttest design
90 Iranian EFL learners at the intermediate level
Both cognitive and metacognitive strategy training had a positive effect on the willingness to communicate of Iranian EFL learners.
The instruction on metacognitive strategy should use prior to oral tasks
Panggabean and Triassanti (2018)
The implementation of metacognitive strategy training to enhance EFL students oral presentation skill
Qualitative study Instruments:
+ Observation
27 students of the fourth semester at English study program of Universitas PGRI Ronggolawe Tuban
Students have positive responses toward metacognitive instruction and became more aware of themselves as learners who are responsible for their success.
Not mentioned
Jaramillo (2020)
Developing Aural and Oral Skills of Beginner Learners of English as a Foreign Language Through Explicit Metacognitive Strategies Training
Qualitative study
based on
the principles of action research Instruments:
+ The researcher’s diary
+Survey +Interview +Rubrics + Tests
42 seventh-grade students from a public institution
Metacognitive Strategies positively impacted students’ aural and oral skills, and raised their feeling of success and self-efficacy.
Metacognitive Strategies should be incorporated into the regular language class to help students become more self- regulated learners
Pham (2020)
Using role-play to enhance the oral communication performance of non- English major freshmen at Van Lang University
Action research method
+Observation +Tests +Questionnaire
30 students at post- elementary level in the first semester of their first year at Van Lang university
Role-play could improve the students’ oral score better than normal method.
Role-play requires well-organized
teaching materials
The teacher should be well-prepared before conducting the role-play activity, choose the appropriate topics, prevent students from using mother tongue a lot The limitation lies in the sampling method
and sample size
Time limit for implementing role-play, the research should only teach 1 speaking lesson in two periods in a week.
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