Analysing Students’ Metacognitive Knowledge on Oral Presentation Assessment

Understanding students’ metacognitive knowledge is crucial for developing and validating an effective oral assessment method that accurately measures their proficiency. However, students face challenges particularly in communicative competence, as it often requires internal cognitive processes and strategies, which can be complex and difficult to adapt. Drawing upon this predicament, the present study aims to explore how students demonstrate their metacognitive knowledge through oral presentation assessment and aid in the composition of metacognitive strategies to facilitate effective oral presentation. A total of 85 bachelor’s degree students’ responses were qualitatively analysed by deploying the thematic analysis, whereby word lists and keywords were examined in context. Individually, the students were given metacognitive prompts after they had completed the first assessment, which was an individual in-class presentation. The responses provided an opportunity to explore the features that construct metacognitive strategies for effective presentations. Based on the responses, three features: 1) preparation, 2) self-monitoring, and 3) self-evaluation were identified according to the process of developing and delivering an oral presentation. After that, a framework of metacognitive strategies for effective oral presentations was developed based on the responses that were immersed in metacognitive knowledge responses. The practical oral assessment metacognitive strategies provide insights into how students reflect on their thinking, plan their learning strategies and assess their understanding and oral presentation skills. The infusion of these features into the existing process should also assist in identifying and addressing barriers to students’ language learning and proficiency. Consequently, it can lead to more personalized and effective language teaching approaches, supporting students’ overall cognitive and language development.