NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1172664
Record Type: Journal
Publication Date: 2018
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0957-1736
The Impact of Expanding Advanced Level Secondary School Students' Awareness and Use of Metacognitive Learning Strategies on Confidence and Proficiency in Foreign Language Speaking Skills
Forbes, Karen; Fisher, Linda
Language Learning Journal, v46 n2 p173-185 2018
In an increasingly multilingual world, the question of how to improve foreign language speaking skills of pupils in British schools is of paramount importance to language teachers and policy-makers today. This paper examines how an explicit focus on metacognitive strategy use within secondary school foreign language lessons impacts pupils' confidence and proficiency in speaking. The small-scale action research study was conducted with a class of five Year 12 (age 16-17) Advanced Level learners of French in a secondary school in England. While all of the pupils generally achieved well in the reading, writing and listening aspects of the course, they performed considerably less well in speaking tasks. The primary aim of this study was therefore to introduce the students to a range of metacognitive learning strategies with a view to improving their confidence and proficiency in speaking. Data were collected from questionnaires, interviews, strategy checklists and assessment marks collected both before and after a six-week period of strategy instruction. The findings indicate that the use of learning strategies seems to have had a positive impact on pupils' confidence and proficiency in speaking and after the intervention the participants reported an increase in how much they both valued and used a range of metacognitive strategies.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A