The Effects of Metacognitive Strategy Instruction on L2Leartners’ Oral Production Skill

One of the most important missions of educators and language teachers is to teach students how to learn on their own throughout their lifetime. It is argued by many researchers in the fields of SLA that learning strategies are the mental processes which learners employ to learn and use the target language.Others have pointed out that Strategy has great influence to transform passive students into active learners equipped with the tools to enhance strategic planning and independent reflection.The main objective of this study was to explore the effect of metacognitive strategy training on intermediate and advanced level students’ oral production skills.For this purpose, the researcher selected 100 participants with two different proficiency levels. The study procedure was to improve these strategies in students.The researcher chose eight topics of speaking for eight sessions of treatments on the strategies chosen for experimental groups in each level. Students discussed the topics and expressed their ideas for each session by means of related strategy used. All the participants in both experimental groups of this study improve their level of oral productions during the semester by means of metacognitive strategies. These data were gathered by pre/posttests design. T-test and MANCUOVA were used as the statistical means of analysis. The findings from this study suggested that metacognitive strategy instruction had significant effects on L2 learners’performance. The result of the study carries significant implications for language teachers as well as syllabus designers.