Definition of Terms INTRODUCTION
16
Although evidence from these studies shows that metacognition instruction in different domains of language appeared to promote language learning as well as
metacognitive strategy use, none of these studies reported about specific details on the product as well as the process of the language skill development.
Based on their findings, table 1 shows that several studies conducted only focus on the language skill improvement in general rather than certain aspects of
language. There is no further detail of improvement aspects for each language skill investigated. It is assumed that the training given only focused on language
performance.
Table 1 Metacognitive Strategy Training to Language Skills
STUDY N
L2 L1
PROFICIE NCY
AGE EXPE
RIME NT
SKILL
Nakatani 2005 62
English Japanese
Mix 18-19
Yes Speaking
Guh and Taib 2006 10
English SL
Not reported
Mix 12-13
No Listening
Graham and Macaro 2008
68 French
SL English
Low 16-17
Yes Listening
Vandergrift and Tafaghodtari 2010
10 6
French SL
English Low Mid
Undergrad uate
Yes Listening
Cross 2011 20
English FL
Japanese High
22-25 No
Listening Nguyen and Gu 2013
91 English
FL Vietnam
ese High
20-22 Yes
Writing
Adopted from Roofi et al 2014
Besides that, table 2 provides findings that most metacognitive strategy training studies have investigated the impact of metacognitive training on
metacognitive awareness or strategy use. Although these studies utilizes descriptive quantitative that shows the overall mean effect size before and after
17
metacognitive strategy training employed, it is not feasible to see the details of these interventions. It is assumed that the total mean size of metacognitive
strategies employed have become the basis that these studies focused on metacognitive strategy use. There is no further explanation on specific
metacognitive strategy being employed by the students in certain language learning skill. The researcher assumes that there will be difference at the mean
size of each metacognitive strategy use employed during the process. Students might put priority on metacognitive strategy based on their knowledge and
experience.
Table 2 Studies investigating the effects of metacognitive instruction on the metacognitive strategy awareness
Adopted
from Roofi et al 2014
Study n
L2 L1
Proficiency Age
Control Skill
Vandergrift 2003
41 French
SL English
Low Undergraduates
No Listening
Vandergrift 2003
420 French
SL English
Low 12-13
No Listening
Guh and Taib 2006
10 English
SL Not
reported Mix
13-14 No
Listening Lam 2009
40 English
SL Chinese
high 24-25
Yes Speaking
Cross 2010 143
English SL
Japanese High
21-22 No
Listening Vandergrift
and Tafaghodtari
2010 106
French SL
Vietnamese Low and
Mid Undergraduates
Yes Writing
Thompson 2012
35 Spanish
FL English
Mid Undergraduates
Yes Listening
Nguyen and Gu 2013
91 English
SL Spanish
Not Reported
20-21 Yes
Reading
18
Based on these, the writer proposes metacognitive strategy training that promotes strategy use in speaking. The process can be seen from the
implementation of metacognitive strategy training and the product can be seen from the aspects of speaking performance being improved after the training.