THE ROLE OF METACOGNITIVE STRATEGIES IN DEVELOPING SPEAKING SKILLS OF EFL LEARNERS

Abstract

This article examines the role of metacognitive strategies in the development of speaking skills among learners of English as a Foreign Language (EFL). Metacognitive strategies—specifically planning, monitoring, and self-evaluation—are widely recognized as key components of successful language learning. Based on empirical findings from applied linguistics and educational psychology, the study analyzes how these strategies influence learners’ oral proficiency, fluency, accuracy, and communicative confidence. The methodological framework relies on qualitative and quantitative analyses of previous experimental and classroom-based studies. The results demonstrate that learners who systematically apply metacognitive strategies show significantly higher speaking performance compared to those who rely solely on cognitive or memorization-based approaches. The article concludes that integrating metacognitive strategy instruction into EFL speaking pedagogy is essential for fostering learner autonomy and sustainable communicative competence.