Metacognitive Knowledge in Performing a Speaking Task: A Report From High and Low Proficient Thai University Students

Abstract

This study analyzes the use of metacognitive knowledge in performing a speaking task between high-proficient and low-proficient university students. The data was collected by employing stimulated recall interviews from 34-first year students. The data was coded deductively by using metacognitive knowledge frameworks. The results showed that the students employed all types of metacognitive knowledge in their speaking. Both high-proficient and low-proficient students prominently manifested strategy knowledge such as vocabulary strategies, planning strategies and problem-solving strategies. However, the high-proficient students were found to use some strategies differently from the low-proficient students. The high-proficient students showed the highest percentage of task knowledge, while the low-proficient students displayed the lowest percentage. The former group clearly showed understanding of the purpose, nature and difficulty of the task, which could influence the task management. Both groups exhibited person knowledge at a low percentage. While the high-proficient students were found to depict knowledge that facilitated their learning and speaking, the low-proficient students were concerned about variables such as limited vocabulary knowledge and grammatical deficiency that inhibited their learning and speaking. The finding implies the importance of raising metacognitive knowledge to accomplish learning tasks.