Understanding Individual Differences in Metacognitive Strategy Use, Task Demand, and Performance in Integrated L2 Speaking Assessment Tasks

• DOI: 10.3389/fpsyg.2022.876208
• Publication Date: 2022-06-14T19:38:05Z
• Authors: Weiwei Zhang; Meijuan Zhao; Ye Zhu
• Keywords: individual differences in metacognitive strategy use; Kormos’ Bilingual Speech Production Model; integrated L2 speaking assessment tasks; 4. Education; 0602 languages and literature; task demand; Psychology; 06 humanities and the arts; speaking performance; BF1-990

This study investigated the concept of individual differences (IDs) in use metacognitive strategies (planning, problem-solving, monitoring, and evaluating) its relationship with task demand learner performance within Kormos’ Bilingual Speech Production Model from lens Chinese English-as-foreign-language (EFL) learners context integrated L2 speaking assessment. To measure strategies, we administered an inventory on 134 EFL after they completed four assessment tasks. Descriptive analysis multiple linear regression were adopted for data analysis, results show that: (a) IDs displayed variance learners’ strategy use; (b) among under investigation, problem-solving was reported to be used most frequently sharp contrast which had lowest frequency; (c) worked interactively, responding demands involved tasks; (d) interactive working modes, no their performance. These are expected present some insights into role during speech production conditions, will add robust evidence existing literature speaking, particular In meantime, findings provide empirical validation support model, further implications instruction