This study was an attempt to investigate the effect of metacognitive strategies (MS) on speakingability of the learners and also what MS are specifically employed by learners when it comes todifferent task types. To this end, running a quasi-experimental study, 60 students at advancedlevel (female) from Shenia Language Institute in Sanandaj were randomly selected and given anOxford Placement Test (OPT) as a test of homogeneity. Then they assigned to experimental(n=30) and control (n=30) groups. The MS questionnaire was also administered to see what MSthey employed in speaking tasks. The control group was traditionally taught to practice speakingtasks in a conventional way. The experimental group, however, practiced one-way and two-wayspeaking tasks after receiving MS instruction. After administering the posttest, an ANCOVAcomparison of the mean ratings of the two groups on the posttest test revealed a significantdifference between the speaking ability and MS use of the two groups. The results indicated thatthe experimental group outperformed the control group leading to the conclusion that instructionin MS use prior to oral tasks had a significantly higher impact on EFL leaners’ speaking ability.Statistically, the results obtained from descriptive statistics and the chi-square revealed that thedifference between MS employed by participants in one-way speaking tasks versus two-wayspeaking tasks were significant. Manuscript profile

This study was an attempt to investigate what metacognitive strategies are specifically employed by English learners when it comes to different speaking task types.60 students at advanced level (female) were randomly selected and given an OPT as a test of homogeneity. They were assigned to experimental and control groups. The MS questionnaire (Oxford, 1990) was also administered to see what MS they employed in speaking tasks. The control group was traditionally taught to practice one-way and two-way speaking tasks in a conventional way. The experimental group, however, practiced one-way and two-way speaking tasks after receiving MS instruction. After administering the posttest, an ANCOVA comparison of the mean ratings of the two groups on the posttest revealed a significant difference between the speaking ability and MS use of the two groups. The results indicated that the experimental group outperformed the control group leading to the conclusion that instruction in MS use prior to oral tasks had a significantly higher impact on EFL leaners’ speaking ability. Statistically, the results obtained from descriptive statistics (ANCOVA) and the chi-square revealed that the difference between MS employed by participants in one-way speaking tasks versus two-way speaking tasks were significant. Manuscript profile