The Effects Of Metacognitive Strategies On Students’ Achievement In Oral English

Saadiah Kummin, Shahlan Surat, Saemah Rahman, Khaidzir Hj Ismail, Malaysia, ID CLEaR2016-319;        

This study aims to test the effectiveness of metacognitive teaching strategies namely meta-attention and meta-comprehension strategies on achievement in oral English among students. This study uses the ETLPI (Effectiveness of Teaching and Learning Process Indicator) questionnaire to measure the level of meta-attention and meta-comprehension. The data is analysed using descriptive and inferential statistics. The Stepwise multiple regression analysis found independent variables, meta-attention and meta-comprehension contributed positively to the achievement in Oral English among students. Overall, the findings show that the teaching and learning of meta-discussion strategies help to improve students’ achievement in oral English.

Keywords: Metacognitive strategies, meta-attention, meta-comprehension