Metacognitive Instruction for Sustainable Learning: Learners’ Perceptions of Task Difficulty and Use of Metacognitive Strategies in Completing Integrated Speaking Tasks

This mixed-methods study investigated English-as-a-foreign-language (EFL) learners’ perceptions of task difficulty and their use metacognitive strategies in completing integrated speaking tasks as empirical evidence for the effects instruction. A total 130 university students were invited to complete four answer a strategy inventory self-rating scale. sub-sample eight participated subsequent interviews. One-way repeated measures MANOVA structure coding with content analysis led two main findings: (a) EFL strategies, particular, problem-solving, was considerably affected by tasks; (b) learners not active users performing these tasks. These findings only support necessity taking into account designing lesson plans instruction, but also instruction model. In addition, provide utility Kormos’ Bilingual Speech Production Model. As came from high-stakes test, offer validity test development language assessment ascertain sustainable learning nurturing learner autonomy an ultimate goal.