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 of metacognitive strategies in completing integrated speaking tasks as empirical evidence for the effects of metacognitive instruction. A total of 130 university students were invited to complete four integrated speaking tasks and answer a metacognitive strategy inventory and a self-rating scale. A sub-sample of eight...