According to Richards (2008), the mastery of speaking skills in English is a priority for many second-language or foreign-language learners since it can demonstrate how much learners have improved in their spoken language proficiency. Through speaking, students are able to show a variety of English vocabulary, the use of grammatical features and different components that are part of a discourse in order to communicate. It is necessary to create spaces and opportunities within a classroom for speaking practices since these opportunities helps students to communicate fluently, as a native speaker (Goh & Burns, 2012).
Speaking skill in so many occasions is compared with written skill since both of them are the way in which students produce text …show more content…
In other words, they can have a complete conscious understanding about how they react in front of a speaking task, allowing them to have control of errors they usually make. Goh & Burns (2012) also claim the concept of "metacognitive awareness" related to metacognitive processes on learners' experiences, knowledge, and the use of strategies. If students are aware about their way of thinking, they can know their weaknesses and strengths that are present in a speaking process, and they can propose suitable strategies or techniques in order to improve and do better in communication. There is other factor that is related to metacognitive awareness. This factor is motivation since learners are the ones who have to be aware on their learning process, thus, based on their motivation they can achieve this metacognitive …show more content…
First, to develop in students a deeper understanding, because if they are able to understand, they can choose tools to correct their problems in the speaking process. Second, to take students' thinking to a higher level, where they can explain what they think without problem because. Third, to steer students into adulthood since they can transfer the use of these strategies from a school context to their personal lives. These reasons demonstrate the importance of teaching metacognitive awareness in speaking. The aim of these reasons and strategies and reasons is to improve learners' English proficiency in speaking, thus metacognitive awareness is directly related to learners' performance in the target
Speaking skill in so many occasions is compared with written skill since both of them are the way in which students produce text …show more content…
In other words, they can have a complete conscious understanding about how they react in front of a speaking task, allowing them to have control of errors they usually make. Goh & Burns (2012) also claim the concept of "metacognitive awareness" related to metacognitive processes on learners' experiences, knowledge, and the use of strategies. If students are aware about their way of thinking, they can know their weaknesses and strengths that are present in a speaking process, and they can propose suitable strategies or techniques in order to improve and do better in communication. There is other factor that is related to metacognitive awareness. This factor is motivation since learners are the ones who have to be aware on their learning process, thus, based on their motivation they can achieve this metacognitive …show more content…
First, to develop in students a deeper understanding, because if they are able to understand, they can choose tools to correct their problems in the speaking process. Second, to take students' thinking to a higher level, where they can explain what they think without problem because. Third, to steer students into adulthood since they can transfer the use of these strategies from a school context to their personal lives. These reasons demonstrate the importance of teaching metacognitive awareness in speaking. The aim of these reasons and strategies and reasons is to improve learners' English proficiency in speaking, thus metacognitive awareness is directly related to learners' performance in the target