Understanding Individual Differences in Metacognitive Strategy Use, Task Demand, and Performance in Integrated L2...

Area of Science:

• Second Language Acquisition
• Metacognition in Language Learning
• Bilingual Speech Production

Background:

• Investigated individual differences (IDs) in metacognitive strategy use among Chinese English-as-foreign-language (EFL) learners.
• Examined the relationship between metacognitive strategies, task demand, and learner performance within Kormos' Bilingual Speech Production Model.
• Focused on the context of integrated L2 speaking assessment.

Purpose of the Study:

• To analyze individual variations in the application of planning, problem-solving, monitoring, and evaluating strategies.
• To determine how metacognitive strategies interact with task demands in L2 speaking assessments.
• To explore the connection between metacognitive strategy use and actual speaking performance in Chinese EFL learners.

Main Methods:

• Administered a metacognitive strategy inventory to 134 Chinese EFL learners post-assessment.
• Utilized descriptive analysis and multiple linear regression for data examination.
• Assessed strategy use across four integrated L2 speaking assessment tasks.

Main Results:

• Significant individual differences were observed in metacognitive strategy use.
• Problem-solving strategies were most frequent, while monitoring strategies were least frequent.
• Metacognitive strategies interacted dynamically with task demands, but no direct correlation was found with speaking performance.

Conclusions:

• Metacognitive strategy use, individually or interactively, did not predict speaking performance in this Chinese EFL context.
• Findings offer insights into metacognition in L2 speech production under assessment conditions, supporting Kormos' model.
• Results have implications for L2 speaking instruction and assessment, highlighting the complex role of individual differences.