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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

Accepted version
Peer-reviewed

Repository DOI


Type

Article

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Abstract

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 Twelve (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 was 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.

Description

Keywords

language learning strategies, metacognition, modern foreign language education, secondary school

Journal Title

Language Learning Journal

Conference Name

Journal ISSN

0957-1736
1753-2167

Volume Title

0

Publisher

Informa UK Limited