A Comparative Study of Metacognitive Strategies in One-way vs. Two-way Speaking Tasks among Iranian EFL Learners

This study was an attempt to investigate the effect of metacognitive strategies (MS) on speaking ability of the learners and also what MS are specifically employed by learners when it comes to different task types. Sixtyfemale students at advanced level were randomly selected and given an OPT to make sure of their homogeneity.They were assigned to experimental and control groups. The MS questionnaire was also administered to seewhat MS they employed in speaking tasks. The control group was traditionally taught to practice speaking tasks in a conventional way. The experimental group, however, practiced one-way and two-way speaking tasks afterreceiving MS instruction. After administering the posttest, an ANCOVA comparison of the mean ratings of thetwo groups on the posttest test revealed a significant difference between the speaking ability and MS use of the two groups. The results indicated that the experimental group outperformed the control group, leading to the conclusion that instruction in MS use prior to oral tasks had a significantly higher impact on EFL leaners’ speaking ability. Statistically, the results obtained from descriptive statistics and the chi-square revealed that the difference between MS employed by participants in one-way speaking tasks versus two-way speaking tasks were significant

Keywords:

one-way speaking tasks , two-way speaking tasks , metacognitive strategies