EFL Students'Metacognitive Knowledge of Speaking Strategies

Chasib, Abdul (2026) EFL Students'Metacognitive Knowledge of Speaking Strategies. Journal of English Teaching, Literature, and Applied Linguistics, 10 (1). pp. 79-88. ISSN 2614-5871

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Abstract

This study investigated EFL students' metacognitive knowledge in speaking, focusing on the most frequently used strategies and the areas requiring improvement. Using a descriptive quantitative design, data were collected from 102 English Education students at Muhammadiyah University of Gresik through the Metacognitive Awareness Speaking Questionnaire (MASQ). The findings showed that students most frequently used Strategic Knowledge, particularly problem-solving, planning, and Evaluation strategies, indicating a strong ability to manage and regulate their speaking performance. In contrast, lower levels were found in Person Knowledge and Mental Translation, suggesting limited selfawareness of speaking abilities and continued reliance on first-language translation. These results indicate that while students are generally effective in controlling and adapting their speaking strategies, greater emphasis is needed on developing self-awareness and reducing translation dependency to support more autonomous and fluent English speaking.

Item Type:	Article
Uncontrolled Keywords:	Metacognitive; Metacognitive knowledge; Metacognitive knowledge in speaking.
Subjects:	English Education Education
Divisions:	Faculty of Teacher Training and Education > English Education Study Program
Depositing User:	Abdul Chasib
Date Deposited:	01 Jul 2026 02:31
Last Modified:	01 Jul 2026 02:31
URI:	http://eprints.umg.ac.id/id/eprint/16274

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