The Influence of Metacognitive Strategies on Managing Speaking Anxiety in English Language Learners in an EFL Context

Abstract

This research synthesis explores the influence of metacognitive strategies on speaking anxiety and academic performance in an EFL context. Twenty empirical studies were analyzed according to the following criteria: focus and context, instruments and design, positive and negative effects of metacognitive strategies on speaking anxiety, and the correlation with speaking academic performance. The findings revealed that mainly planning, monitoring, and evaluating learning are used by students as they effectively mitigate emotional barriers, such as anxiety, fear of speaking, and low confidence, allowing students to approach speaking tasks with increased self-assurance. Although these three strategies are the most used, studies have also revealed that self-reflection and problem-solving help to reduce students' speaking anxiety and improve their oral communication skills. Despite the advantages of metacognitive strategies, there is a need for constant practice and ongoing support to ensure long-term effectiveness. Integrating metacognitive training into EFL curricula helps alleviate speaking anxiety and fosters autonomy and self-regulation in learners, thereby improving speaking performance.